[ Whole Number 

UNITED STATES BUREAU OF EDUCATION. 
CIRCULAR OF INFORMATION NO. 4, 1900. 



CONTRIBUTIONS TO AMERICAN EDUCATIONAL HISTORY. 

EDITED BY HERBERT B. ADAMS. 




No. 29. 



HISTORY OF EDUCATION 



IN 



VERMONT. 



BY 



GEORaE OARY BUSH, Ph. D. 



WASHINGTON: 

GOVERNMENT PRINTING OFFICE. 
1900. 



•/* Q7? 



[ Whole^Number 265 

IJNTTED STATES BUREAU OF EDUCATION, 
CIRCULAR OF INFORMATION NO. 4, 1900. 



CONTRIBUTIONS TO AMERICAN EDUCATIONAL HISTORY. 

EDITED BY HERBERT B. ADAMS. 



No. 29. 



HISTORY OF EDUCATION 



in 



VERMONT, 



BY 



GEORG-E G-ARY BUSH, F»li. D. 

»/ 



WASHINGTON: 

GOVERNMENT PRINTING OFFICE. 
1900, 



I 






/ 



£9? 



LETTER OF TRANSMITTAL. 



38 



Department of the Interior, 

Bureau of Education, 
Washington, D. C., September W, 1900. 

Sir: In the History of Education in Vermont, herewith presented, 
the writer shows that Vermont had schools before any formal school 
legislation. Beginning as early as 1761, and continuing until the 
adoption of a State constitution, the records of the towns make evi- 
dent that as soon as the people were organized into communities 
means were generally instituted to introduce such literary training as 
was practicable. Out of this grew that independency of action that 
eft its impress for some time upon the common-school system — a 
system of town or district schools, controlled almost entirely by the 
communities that had established them. 

Attention is called to the most important school laws. Among these 
is the law of 1782, providing for a division into convenient school dis- 
tricts, appointing trustees who should have the care of these schools, 
and providing means, partly by rates and partly by taxes or subscrip- 
tions, through which a steady support could be assured to them; the 
law of 1797, when State supervision was first introduced, and when 
the legislature called upon each town to support a school or schools 
for the instruction of youth in English reading, writing, and arithme- 
tic; that of 1827 authorizing the appointment of town superintending 
committees and a State board of commissioners; the law of 1845 creat- 
ing the offices of county and State superintendents of common schools. 

In this review of State legislation the history is presented, not only 
of common- school education, but also of that of the higher grades and 
of normal training. 

Mention is made of the several secretaries of the board of education 
and the superintendents of public instruction, of the condition of the 
schools of the State during their terms of office, and of the various 
reforms effected by them. There is brief reference to the formation 
of the State teachers' association, the establishing and holding of 
teachers' institutes, and the benefits resulting therefrom to the cause 
of education in the State. 

The various methods adopted to secure means for the support of the 
schools are given, and the history of the movement is traced by which 

3 



4 LETTEE OF TRANSMITTAL. 

the schools at length became free, and Vermont had within her borders 
** two hundred and foi^-one republics, organized as pure democracies, 
possessed of large municipal powers, each voluntarily accepting the 
support of schools as a part of its duty, and each acting upon the 
principle that the school is of benefit to every citizen, and that every 
citizen is bound to contribute to its support." 

After a comparatively full treatment of the growth and develop- 
ment of the common-school system, with a definition of the powers 
and duties of State and town superintendents, and prudential commit- 
tees and the latest table of school statistics, the monograph proceeds 
to give a brief history of the three normal schools. In chapter second 
a veiy interesting paper upon the early academies and county gram- 
mar schools of the State is introduced, prepared by Mr. Joseph 
A. DeBoer, of Montpelier. 

Following this there are presented historical sketches of many of 
the academies and seminaries of the State, most of which are doing 
excellent educational work. It will be seen from these papers that 
during the past twenty years a great advance has been made in 
secondary education. This especially is noticeable in that buildings 
and grounds have been improved, a larger number of teachers pro- 
vided, better appliances are in use, more attention is bestowed upon 
athletics and upon military drill, and year by year the number of 
students in attendance is increasing. 

The last chapter comprises three papers which treat of the University 
of Vermont, Middlebury College, and the Norwich University, the 
first and second of which are among the oldest of the New England 
colleges, having now nearly reached their centennial year. 

This document forms No. 29 of contributions to American Educa- 
tional History arranged for by my predecessor, Col. N. H. R. Dawson, 
Commissioner of Education 1886-1889, prepared under the editorship 
of Prof. H. B. Adams, of Johns Hopkins University. 
Very respectfully, your obedient servant, 

W. T. Harris, Commissioner. 

Hon. E. A. Hitchcock, 

Secretary of the Interior. 



CONTENTS. 

Chapter I. 

THE COMMON SCHOOLS. 

Pa^e. 

The early measures taken for their establishment 11 

The rapid growth of the school system after 1 841 13 

The laws of 1827 and 1845 14 

Various legislative acts affecting the schools 14 

School statistics in 1 846 14 

State superintendency 15 

The defects of the system when the new supervision was introduced 15 

The mode of taxation for school purposes 16 

The School Journal and Vermont Agriculturist 17 

Teachers' institutes 17 

State Teachers' Association . . .'. 18 

No State supervision of schools from 1851 to 1856 19 

The law of 1856 providing for a board of education 19 

Hon. J. S. Adams the first secretary ' 19 

I ' The Vermont system of schools a good one " 21 

Able supervision of the schools during the eleven years Mr. Adams held office. 21 

Establishment of graded and union schools 22 

Academies and select schools 23 

No legal provision yet ( 1857 ) for normal instruction 23 

Important law of 1858 . 23 

A reliable exhibit of facts in 1860 24 

Candidates for teachers' certificates to be examined in public 25 

Too great subdivision of school districts 25 

Increased interest taken by the people in education 25 

The moral element in education 25 

How the schools became free 26 

History of the movement 26 

A marked improvement in the schools of the State 27 

Complaint that there are not enough graded and high schools. 29 

The "school lands " . 30 

The Government grant for an agricultural college 30 

An effort to unite the colleges at Burlington and Middlebury 30 

Increased employment of female teachers 30 

Beneficial effects arising from town, county, and State teachers' associations.. 31 

In 1866 no funds were raised ' ' on the scholar " 31 

Legislature authorizes new courses of study 31 

Examinations at teachers' institutes made more thorough. _ 31 

Establishment of normal schools 32 

History of the selection of text-books 32 

The board of education act of 1866 32 

Trustees of the ' ' United States deposit money " 34 

5 



G CONTENTS. 

Page. 

Hon. A. E. Rankin chosen secretary, 1867 34 

Children between the ages of 8 and 14 to have three months' schooling 34 

Central schools for advanced pupils authorized by the legislature 34 

Hon. John H. French chosen secretary 35 

Law that teachers must hold institute certificates not enforced - 35 

County gathering of town superintendents 36 

State appropriation to normal schools 36 

Division into town rather than into school districts advocated 36 

The towns authorized to abolish the districts 36 

The period of school age changed 37 

Attendance made compulsory ( 1870) 37 

The legal school year to be 20 weeks 37 

' ' Vermont has no school fund " 37 

Sources of revenue for school purposes . 38 

Law relating to school supervision modified 38 

Hon. Edward Conant chosen superintendent 38 

The duties of State superintendent . 38 

List of superintendents and secretaries - 39 

The town superintendent 39 

The prudential committee 40 

Further school legislation 41 

Low wages of teachers 41 

Educational meetings in the place of teachers' institutes 42 

Teachers' licenses in 1880 42 

The last enumeration by district clerks in 1874 42 

Children not attending any school ( 1883-84) 42 

Number of pupils in high and graded schools 42 

Town versus district system 42 

In 1884, 24 weeks become a legal school year 43 

Income for school purposes and enrollment 43 

Temperance instruction authorized by the legislature 43 

A new educational bill prepared and adopted 44 

Change from town to county supervision 44 

F'avorable effect of the law of 1888 44 

Office of town superintendent restored in 1890 45 

Increased number of teachers' meetings held, and town associations formed.. 45 

The schoolmasters' club 46 

Statistics 46 

Number of graded schools with high-school departments 47 

Rate of taxation for school purposes 47 

The Vermont " school fund " 48 

Deposit received from the National Government 48 

Chapter II. 

SECONDARY EDUCATION. 

The early academies and the county grammar schools 50 

A survey of the rise of the academies and county grammar schools 51 

Tables of statistics 63 

Sketches of Clio Hall, Montpelier Academy, Burr and Barton Seminary, Black 
River Academy, Randolph Academy, Lamoille Academy, Rutland County 
Grammar School, Beeman (formerly New Haven) Academy, Derby Acad- 
emy, Green Mountain Perkins Academy, Oak Grove Seminary, Chelsea 

Academy, Peacham Academy, and Glen wood Seminary 73 



CONTENTS. 7 
Chapter III. 

SECONDARY EDUCATION— Continued. 

Page. 

Barre Academy, by J. Henry Jackson, M. D 99 

Goddard Seminary, by Prof. D. L. Maulsby 103 

Vermont Academy, by Kev. W. H. Rugg 107 

The Vermont Episcopal Institute 112 

Bishop Hopkins Hoe School for Young Ladies 113 

Lyndon Institute, by W. E. Ranger, A. M. , principal 114 

Green Mountain Seminary 116 

Troy Conference Academy 116 

Vermont Methodist Seminary 118 

St. Johnsbury Academy, by C. E. Putney, Ph. L\, principal 124 

Mrs. Emma Willard' s life and work in Middlebury, by President Ezra Brainerd . 130 

Chapter IV. 

HIGHER EDUCATION. 

University of Vermont 138 

Middlebury College, by Prof. C. B. Wright 169 

Norwich University, by Rev. Homer White 186 

Appendix I. 

The school law of 1782 199 

Early action of several towns relative to schools 201 

The State normal schools 203 

Bibliography of education in Vermont 214 

Appendix II. 

In memoriam George Gary Bush, Ph. D 215 



ILLUSTRATIONS. 

University of Vermont: Page. 

View from north end of college park Frontispiece. 

Old college building before remodeling 138 

Old college building, as remodeled in 1883 142 

Williams science hall 146 

Converse dormitory 150 

Electrical laboratory 154 

Chemical laboratory 154 

Biological laboratory " 158 

Billings library J 162 

Main book room of library 164 

Physical laboratory 168 

Testing laboratory of engineering department 168 

Middlebury College: 

The old college row; from the west 172 

The*Joseph Warner Memorial Hall of Science. 178 

The chapel and Painter Hall 182 

9 



HISTORY OF EDUCATION IN VERMONT. 



Chapter I. 

THE COMMON SCHOOLS. 

In the first constitution of the State of Vermont, as adopted by a 
convention of delegates from the different towns, held at Windsor on 
July 2, 1777, it is declared that u a school or schools shall be estab- 
lished in each town by the legislature for the convenient instruction of 
youth," and that "one grammar school in each county and one uni- 
versity in this State ought to be established by direction of the general 
assembly." 1 

Each town was also authorized to make proper use of school lands 
and secure a suitable salary for the master. 

Here in the first legislation of the State there is found a clear and 
full recognition of the intimate relation that should exist between the 
common school, the grammar school, and a school for higher education. 
A similar recognition is traceable in all subsequent legislation respect- 
ing schools, receiving at some times a more explicit announcement than 
at others, but constantly reappearing from 1777 down to our day. 
The first school law that appears upon the statute books was enacted 
October 22, 1782, and from that time dates the organization of the 
Vermont school system. 

It is to such wise provisions, laid at the very foundation of the 
Commonwealth, and to the laws which were afterwards enacted in 
accordance therewith, that Vermont is indebted for the success she 
has achieved in the cause of education both within and beyond her 
borders. 

Deeply interested in the education of their children, the first inhab- 
itants, as soon as they were organized into communities, seem generally 
to have instituted such means of literary training as was practicable. 
" Instead of waiting, as in many of -the States, for teachers to establish 
schools and invite the children to them, the people of Vermont set up 

1 The first mention of the establishment of any school is found at Guilford, Decem- 
ber 23, 1761. 

11 



12 HISTORY OF EDUCATION IN VERMONT. 

the schools and then invited teachers." The town records show that a 
steady succession of acts looking to this end appear from 1761 to 1787. 

Samuel Williams, in his Natural and Civil History of Vermont, pub- 
lished in 1809, says of 1794 that " one of the first things the new set- 
tlers attend to is to procure a schoolmaster to instruct their children 
in the arts of reading, writing, and arithmetic, and where they are not 
able to procure or hire an instructor the parents attend to it them- 
selves." He goes on to say that " no greater misfortune could attend 
a child than to arrive at manhood unable to read, write, and keep small 
accounts, for he is viewed as unfit for the common business of the 
towns and plantations, and in a state greatly inferior to his neighbors." 

It would seem that at that time the people of Vermont did not 
enjoy such advantages for obtaining a higher education as were 
enjoyed by the people of other States. Attention was given to the 
education of children but scarcely any provision had been made for 
instruction in those studies that would fit young men for the profes- 
sion of divinity, law, or medicine. The body of the people seemed to 
be more sensible of this defect than professional men themselves. As 
has been stated, the legislature from the first assumption of the powers 
of government had in contemplation the establishment of a university, 
and with this in view had reserved one "right" of land in all the 
townships of the State. In November, 1791, it had passed an act 
that the university should be located at Burlington and established 
upon a liberal, catholic, and judicious foundation. 1 

Before the close of the eighteenth century the records show that 
many of the towns had established schools and were generously rais- 
ing funds by taxation, in whole or in part, for the building' of school- 
houses and for paying the salaries of teachers. 

In some of the towns school committees were chosen, exact lists 
kept of the scholars, " their names, ages, together with the length of 
time to a day that each one is taught;" appointment was made of per- 
sons to receive the aforesaid lists and divide the school money among 
the several scholars taught, and further, it was provided, "that no 
district be entitled to draw any of the public money on account of 
schooling, except the teacher of the school has been actually examined 
and approbated by a committee appointed by the town for that 
purpose." 

President Dwight, in his Travels in New England, written about 
1812, states that— 

In Massachusetts, New Hampshire, and Vermont schools are everywhere estab- 
lishing. They are often styled parochial schools. You will not suppose that each 
parish has a school distinguished by this title, but that each parish has a sufficient 
number of schools to admit all the children which it contains. To these little 
seminaries the children of New England are commonly sent from 2, 3, 4, and 5 



1 The university, however, was not formally established until some years later. 



THE COMMON SCHOOLS. 13 

years of age to the period in which they have learned to read, write, and keep 
accounts. * * * 

At the earliest period children of both sexes are placed under the direction of 
female teachers, and at more advanced stages of their education under that of men. 
I speak of the common schools only. 

At this period, in a considerable part of New England, the female 
pupils were sent to schools that were separate from the boys' schools. 

The earliest educational contentions in Vermont of which there 
appears to be any record were held in the winter of 1830-31, and 
were connected with the movement in behalf of lyceums which had 
become so general throughout the country. They were held in all the 
counties of the State and were attended by Mr. Holbrook, the origi- 
nator of the system. The plan adopted was to have weekly meetings 
of teachers and semiannual conventions in each county, and that appa- 
ratus should be procured for use in the schools. Committees were 
appointed and times chosen for town and county meetings to organize 
lyceums or associations for the improvement of schools and the advance- 
ment of the general interests of education. Some of these lyceums 
continued in operation for several years, but there is unfortunately 
very little on record to show that much was accomplished by them. 1 
The Annals of Education for June, 1836, contains a notice for a State 
convention of teachers and others to be held at Montpelier on the 23d 
of the following August, and a list is given of the subjects proposed 
for discussion. No further mention, however, is found of this con- 
vention and no report of its proceedings appears to have been pub- 
lished. 

An educational convention was held in Brandon in 1841, and in the 
following year several important meetings were held in the State to 
consider the question of an improved system of education. 2 One of 
the most important of these meetings was held in Januaiy, 1842, and 
many of the best informed and most energetic men of the State were 
present. 

Public discussions of the school system were continued during the 
years 1843-1845. Early in 1845 a convention was held in Middlebury 
and a committee appointed to procure authentic information respect- 
ing the school laws of the free States. On October 18 of the same 
year a convention met at Montpelier for the formation of a State 
society. This they called the " Vermont Society for the Improvement 
of the Common School." A little later, November 5, 1845, the prin- 
cipal subject proposed for its action was removed by the passage in the 
Vermont legislature of an act providing for town, county, and State 
superintendents, the visitation of schools, examination of teachers, and 

1 For further reference to this subject see chapter upon the early Vermont acade- 
mies, etc. 

2 The first town in the State to take definite action was Brattleboro, which, in 1841, 
adopted the Massachusetts system of graded schools. 



14 HISTORY OF EDUCATION IN VERMONT. 

an annual county convention of teachers. The development of the 
system of education in Vermont dates from this act. By the following 
year there was a fully organized State school system in active and 
general operation. 

As early as 1827 an act passed the legislature authorizing the ap- 
pointment of a town superintending committee, to be chosen by the 
qualified voters of the town, and directing that towns requiring more 
than one school should be divided into school districts. It also author- 
ized a State board of commissioners; but this last clause was repealed 
in 1833. 

By the law of 1815 the offices of county and of State superintendent 
of common schools were created. The State superintendent was to 
be elected annually by the general assembly, and his duties were to be 
essentially those of the secretary of the board of commissioners under 
the law of 1827, except that he was not required to recommend the 
text-books to be used in the schools. After four years the office of 
county superintendent, who was appointed by the county courts, was 
abolished, and two }^ears later the other office fell into desuetude. 

By an act approved November 15, 1817, the school year was made to 
date from the first day of April in each year and end on the last day 
of the following March. The district clerks of the several school dis- 
tricts in the State were required to make out full statistical returns 
to the various town clerks between the 15th day of February and the 
1st day of March of each year. Within the month following it became 
the dut} 7 of each town clerk ' ; to prepare an abstract of the returns of 
the several district clerks and deliver the same to the town or county 
superintendent of schools when called for." 1 

This was to be so reported as to show the number of heads of fami- 
lies, the number of children of school age — that is, between 1 and 18 
years old, the number of weeks taught by male and by female teach- 
ers, and the wages received by each; also, the cost of board and fuel 
and the share of the public money belonging to each district, and these 
were to be u the only items required by law." 

The selectmen of each town were required to leave with the town 
clerk in March a written statement of the amount of money assigned 
to each district during the current school year. 

The whole number of school districts at this time (1816) was believed 
to be about 2,750, and the number of children of school age not prob- 
ably less than 100,000. The record for the previous year showed that 
in all 77,158 children had been enrolled, but of these 15,000 or over 
had attended school less than thirty days, and that only about 51,000 
were in school at the same time; moreover, that the average attendance 
for the }^ear was not over sixty-eight days. 

1 The town superintendents were required to furnish the answers to the inquiries 
of the secretary of the board of education. 



THE COMMON SCHOOLS. 15 

The State was divided into 14 counties, and 240 organized towns, 
with a county superintendent for each county, a town superintendent 
in each town, and a prudential committee in each district. In 12 of 
these counties and 2 towns of another, the amount of public money 
distributed in 1846 to the several districts was $71,177.27, and the 
amount paid to teachers in the same districts was reported to be 
>,469.70, of which sum $52,236.07 was paid to male teachers and 
>,233.63 to female teachers. The amount paid to teachers in the 
whole State exceeded $125,000, but of this sum less than one-third, 
that is, from $36,000 to $40,000, was derived from voluntary taxation 
by districts. If we add to the whole amount given above the interest 
upon the cost of school buildings and school apparatus and other 
appliances, and the amount paid for teachers' board and for fuel, it is 
found that the common schools of Vermont were then maintained at an 
annual expense of not much less than $200,000. 

As a condition of receiving its share of the public school funds, the 
State required each district to support a school two months in the year 
by district taxation, or at least out of its own funds. As a matter of 
fact, however, at the time to which we are referring many of the 
districts did not expend for the support of their schools even the whole 
of the public money they received. 

STATE SUPERINTENDENCY. 

Under the new system of supervision, the Hon. Horace Eaton was 
chosen State superintendent of common schools, and continued in the 
office for five years. In his first report, presented to the legislature in 
October, 1846, a graphic picture is given of the condition, needs, and 
prospects of education in the State. The prominent defects, as they 
appeared to him, were an excessive number of school districts; the 
"miserable condition" of schoolhouses, their "repulsive aspect" inter- 
nally and externally, and their "exposed, unpleasant, and uncomfort- 
able" location — the choice of site being usually that spot "which is of 
the least value for any other purpose." The lack of apparatus was 
"universal through the State" — fortunate and rare being the school 
that had so vastly important an article as a blackboard. In fact, the 
proportion of schools having it varied in the different counties from 
less than one-sixth to about three-fourths. As might be supposed, 
the need of a more uniform system of text-books was very urgent. 
Two counties reported fifty different kinds of books in use in each 
county, and even others besides those named were more or less used. 

Another evil was the shortness of the school year and the low 
percentage of attendance — since statistics showed that 22,000 children 
of school age never entered a schoolroom. 

But above all other defects, the one most painfully apparent to the 
new superintendent, the one that he styles the "paramount evil," was 



16 HISTORY OF EDUCATION IN VERMONT. 

"the want of thoroughly qualified teachers." The small districts 
especially he found to be the paradise of inefficient and ignorant teach- 
ers. Their average age was then, for the winter term, from 20 to 25 
years. 

there was as yet no provision by the State for teachers' institutes 
or normal schools, and the conduct and support of such institutes as 
were held in some parts of the State fell mainly to the charge of the 
county superintendents. 

Such was the condition of Vermont, educationally considered, when 
the new S} r stem of supervision was introduced and Mr. Eaton assumed 
the duties of superintendent. From the first decidedly beneficial 
effects were seen in the gradual elevation and improvement of the com- 
mon schools. 

The regulation that all teachers must previously pass the ordeal of 
an examination increased the attendance and stimulated to a more vig- 
orous effort the students in the academies and high schools of the State, 
as a large proportion of these had a longer or shorter service of teach- 
ing in view. 

The apportionment of the public school money was still made only 
with reference to the number of pupils in a district, without regard to 
the wants of the school and without making the attendance of pupils 
the basis of distribution. 

The report of the superintendent for 1848 shows a marked improve- 
ment in the furnishing of school buildings. Where three years before 
scarcely one-sixth of the schools were furnished with blackboards, 
then nearly all had been supplied, though there was still a deplorable 
lack of maps, charts, and globes. The per cent of children who did not 
attend school remained about the same; that is, more than one-fifth of 
the children of the State were not enrolled in the schools; many of whom 
were of foreign birth and had but an imperfect knowledge of the Eng- 
lish language. 

Written examinations of teachers had now been adopted in the place 
of the oral and very lax examinations formerly required, and a superior 
class of teachers was being secured. 

In the years immediately following frequent reference is made to 
the continued improvement in the qualifications of teachers, and to 
increased earnestness and devotion to study on the part of the pupils. 
Besides, there was an increase in the length of the terms, so that the 
average of the school year did not fall below 25 weeks. 

In 1849 the wages paid to teachers, aside from the cost of board, fuel, 
and the like, amounted to about $130,000. To meet this expenditure 
the towns received the income derived from the public money, which 
amounted to nearly $85,000, leaving a balance of some $15,000 to be 
raised b}^ a voluntary tax levied by the school districts of the State. 

The mode of taxation then adopted favored the rich rather than 



THE COMMON SCHOOLS. 17 

the poor by requiring the latter to pay "on the basis of numbers;" 
that is, according to the number of children enjoying school privi- 
leges. 

Complaint was made by the superintendent that great apathy was 
still shown in the support of schools, and that this arose from a lack 
of confidence in the common schools as they were then conducted, and 
perhaps also f re ma" too prevailing distrust of the practicability of 
elevating them." 

At about this time there was established a periodical with the title 
of "The School Journal and Vermont Agriculturist." Its design was 
to put in operation, in connection with an agricultural paper, a State 
journal to promote the best interests of the common schools. It made 
its influence felt in Vermont for a time, and was thought to have 
accomplished valuable results. 

teachers' institutes. 

Teachers' institutes began to be held in 1846 (the first was at Essex 
Center) under the direction of the State superintendent of schools, and 
soon became of common occurrence, though still unassisted by the 
State. But at length, in 1819, provision was made by the legislature 
for their maintenance, and an appropriation not exceeding $100 for 
each institute was granted, and a new era soon opened in the history 
of Vermont sc ! looIs. Never before, according to the annual report 
of the superintendent for 1850, had there been a time when so deep 
and so ardent an interest in the cause of common schools pervaded 
every part of the State. The step taken by the legislature was con- 
sidered in the line of advancement ' 4 toward a true free school sys- 
tem, as being alike just, politic, and wise, and creditable to the State." 

In 1850-51 two months in the spring and two in the autumn were 
devoted by the State superintendent to the holding of teachers' insti- 
tutes, twelve in all, for the fourteen counties of the State. Each 
institute continued through seven days, "from 9 o'clock in morning 
until 9 in the evening," and by affording instruction in the proper 
methods of teaching by reviewing the branches of study usually taught 
in the common schools, by lectures upon the classification of pupils, 
the theory of teaching, the best modes of government and of securing 
order, punctuality and propriety of conduct, interest and diligence in 
study, and by suggestions designed to enlarge the views of teachers 
and awaken in the community a lively interest in education. 

By the law of November 18, 1856, one teachers' institute was 
required to be held annually in each county "in connection with the 
schools in the State during their fall and spring terms." 

The first institute held after the passage of this act was opened at 
Vergennes July 13, 1857. There was a goodly gathering of teachers, 
3177 2 



18 HISTORY OF EDUCATION IN VERMONT. 

and much of the success that attended it "was owing to the warm and 
generous interest of the citizens of Vergennes." The time occupied 
by the institutes of this year was limited to "3 evening lectures and 
a course of lessons occupying two days." 

Later (see act of 1870) the length of teachers' institutes was extended 
to five days. 

At this time taxes for the pa}^ment of teachers' wages were raised 
upon the wi Grand list" of the property of the State, while the expense 
for board and fuel was, at the option of each district, paid either in 
the same way or as a charge upon each scholar. 

STATE TEACHERS' ASSOCIATION. 

The first to suggest the holding of a State teachers' association was 
Hiram Orcutt, LL. D., a name since well known in New Hampshire 
and Massachusetts. Early in the year 1850 the suggestion was made 
in a communication to the Vermont Chronicle, and so well received by- 
the teachers of the State that a call was soon published for a meeting 
to be held at Montpelier on the 16th of October following. Its object 
was stated to be the organization of a State society and for a full 
interchange of views upon the subject of education in Vermont. 

Accordingly, at the date named, a State teachers' association was 
organized and a constitution adopted, in which the following declara- 
tion was made, that the object of the association was "to arouse from 
its slumbers the public mind, to interest and encourage the heart of 
the common school teacher, and to impress upon superintendents and 
teachers of academies and higher seminaries their great responsibili- 
ties as exponents of the public school interests." 

The meeting of the association in 1856 was held at Barre and con- 
tinued but for a single day. Yet it is said that to the influence of this 
small meeting must be attributed much of the credit for the establish- 
ment of the present school system of Vermont. Certain it is that the 
bill there prepared to be laid before the legislature at its approaching 
session embraces the general features of the system of instruction as it 
is now. 

To Governors William Slade and Horace Eaton, Vermont is greatly 
indebted for the awakening that culminated in the formation of teach- 
ers' institutes and associations, the founding of the normal schools, and 
the improvement of the school system. 

More and more interest was taken in these associations as the years 
went by, and in 1859 it was reported of its annual meeting that it 
"was one of the most successful educational gatherings ever held in 
the State," and, indeed, one of the most important meetings of any 
kind ever assembled in Vermont. At this convention town and county 
teachers' associations wefe recommended, and these were afterwards 
organized and held in different counties of the State. 



THE COMMON SCHOOLS. 19 



LAPSE OF PUBLIC INTEREST. 



After a service of five years, during which great advancement was 
made in the common schools of the State, Mr. Eaton was succeeded by 
the Hon. Charles G. Burnham, who entered upon an efficient adminis- 
tration of his office; but after he had served one year the general 
assembly refused to choose a superintendent of schools, and for a 
period of five years there was no State supervision of schools. The 
only supervision (and even that was provided or not as the towns 
chose) was that exercised by the town superintendents and the pruden- 
tial committees. 

Secretary J. S. Adams (see annual report for 1863) said of this period: 

The topic of schools ceased by discussion to stir the public mind; the people began 
to look upon the subject of education with comparative indifference; its introduction 
to the attention of the legislature was barely tolerated; the local supervision became 
merely formal, and therefore useless; from the disinclination of the people generally 
to accept an office in the district, to the disinclination of eminent and prominent 
legislators to act upon the educational committees in either legislative house; all 
betokened a belittling of the general subject in the public mind. 

For years no statistics were gathered showing the number of school 
children, their average attendance, and the aggregate expense of sus- 
taining the schools, no institutes nor general meetings were held, and no 
reports made by direction of law. The only faithful and determined 
friends of the common schools were said to be u mainly clergymen of 
different denominations." 

In 1856 a law was passed providing for a board of education, chosen 
annually by the legislature and consisting of five members, with 
powers substantially the same as those granted in 1827 to the board of 
commissioners, except that the latter board was authorized to appoint 
a secretary. This law left the act of November 15, 1847, materially 
unchanged. The duties discharged by the secretary from that time 
until 1874 were the same as have since been performed by the State 
superintendent of schools. 

The first to be chosen to the office of secretary was the Hon. J. S. 
Adams, who in 1856 entered upon the performance of the duties which 
in the years to follow he proved himself so well fitted to discharge. 

At this period Vermont was well supplied with academies and private 
schools, and this fact will doubtless account for much of the public 
apathy respecting her 3,000 common schools. It was stated in 185.6-57 
that in addition to the 3 institutions for the higher education the State 
had "between 70 and 80 academies and many hundreds of select and 
private schools of every conceivable degree and grade," and that upon 
these the sympathy and interests of the friends of education were 
largely centered. 

Of the ' ' three excellent but weak and neglected collegiate institu- 
tions," the report says they " barely subsisted, struggling along 



-0 HISTOEY OF EDUCATION IN VEKMONT. 

through the very valley of the shadow of death, while the peers of 
the best and most favored institutions in many other States for excel- 
lent management and for substantial fruit." 1 

Under the supervision of the new board of education, led by their 
able secretary, a marked improvement in the character and qualifica- 
tions of teachers and in the general condition of the schools was soon 
manifest. Even before 1856 it was said that u the standard of quali- 
fications for teachers was slowly but gradually rising." 

In his report for 1857 the secretary says that "the average attendance 
of pupils does not exceed two-thirds of the attendance enrolled," or, 
in other words, " one-half of all the children of the State do not attend 
upon the public schools at all;" one-tenth, perhaps, attended academies 
and select schools, and four-tenths never entered a schoolroom. 

At this time $100,000 was distributed annually to the various dis- 
tricts of the State, which was nearly two-thirds of the total amount 
paid during the year for teachers' wages. Of this amount one-fourth 
was divided equally, according to the vote of the town, among the 
school districts; the remaining three-fourths was divided between 
the districts in proportion to the number of children in each between 
the ages of 4 and 18 years. 

The total amount expended for the schools (including about $27,000 
for building and repairs) during the year ending March 1, 1857, was 
$297,812. This was some $40,000 more than was expended in 1850. 

The duties and compensation of the town superintendents were for 
a long time the occasion of much bitterness of feeling among the 
people, and of a determination upon the part of many not to conform 
to the law. 

Teachers were legally required to obtain their certificates from the 
town superintendent, but the law was disregarded by more than one- 
sixth of the districts of the State. Besides, the compensation of the 
superintendent was so small, "$1 a day," that the supervising and 
visiting of the schools was neglected, and doubtless many of the defi- 
ciencies then existing in the schools may be accounted for b} T this 
fact. The real seat of the trouble seems to have been that the State 
enacted the law that each town should choose a superintendent, and 
then required the town to pay for his services. 

The opinion was held by some that the schools in each town were 
matters of town concern alone, and education was a personal and pri- 
vate and not a public and common interest; that it should be left to 
communities and districts to say whether schools should be protected 
or left to languish and die. Again, on the other hand, the belief was 
entertained "that the public school system was a charitable and kind 
provision on the part of the State for the education of the children of 

1 These institutions, as well as the Agricultural College at Burlington, are now 
receiving substantial aid from the State. » 



THE COMMOK SCHOOLS. 21 

the poor and the weak out of the abundant means of their more pros- 
perous neighbors; and that in this, its kindly and charitable intention, 
is found its strongest appeal to the support of all." These views, 
which pervaded every class in the community, had the effect to lower 
the school system in the eyes of the people. 

In fact, the underlying principle in the Vermont school system, as 
in those of the other States, was "identical with that upon which the 
Puritans first built when they established themselves in Massachusetts; 
and to consider it as merely or mainly a charitable or eleemosynary 
principle is to weaken rather than to strengthen the principle itself, 
and to lower the high character of these noble men." 1 

The secretary said further that "the State school system is the 
means provided by the State to secure to every child within its bor- 
ders, irrespective of condition, that culture, both mental and moral, 
which can alone enable them to fill up the measure of faithful and 
profitable citizenship, as well to promote their good as to secure its 
own well-being." 

But the want of confidence in the schools was, nevertheless, well- 
nigh universal, and was found especially to characterize that class of 
citizens who are always supposed to be the natural friends of the com- 
mon school— the men of education, the legislators, lawyers, clergymen, 
and merchants. This want of confidence, though unreasonable and 
unjust, was a very grave obstacle in the way of accomplishing any 
permanent improvement. It doubtless grew out, in part, of a lament- 
able lack of information relative to school matters, such, for example, 
as those which had reference to the powers and duties of prudential 
committees, superintendents, moderators, clerks, collectors, etc. 

But Secretary Adams from the first entrance upon his office main- 
tained that "the Vermont system of schools was a good one, far bet- 
ter than was supposed by many of those who claimed to be its especial 
friends." That upon a system originally liberal and good the excel- 
lencies of other States, especially those of Massachusetts, "have been 
quietly adopted and incorporated into our own law, and that this has 
been done with no noise and no notice, because it has been accom- 
plished without opposition." 

For years the graded school, the union high school, and the teachers' 
institute had been recognized as efficient and useful agents in educa- 
tion, and " legal provision had been made for their adoption in prac- 
tice whenever and wherever the people may have desired them." So 
excellent, indeed, did the Vermont system appear to some of the other 
States that Connecticut, in 1857, adopted a system very similar to it. 

The distinguishing feature of the Vermont school law was its com- 
parative freedom from fines, or stringent provisions that were to be 
enforced by severe penalties, and from any compulsory enactments 

1 Secretary's Report, 1857. 



22 HISTORY OF EDUCATION IN VERMONT. 

for the support of schools of particular grades. The law required 
every town to sustain one or more schools that should be provided 
with competent teachers. It gave the town authority to divide * its 
territory into districts, and it laid the obligation upon it to raise a tax 
of a certain amount at least. It required of each district that it should 
sustain a school for not less than two months in each year. With this 
exception the law left the whole matter of sustaining the schools to the 
town and district. At a school meeting legally warned and conducted 
the districts could determine all matters relating to the grade or quality 
of school, the length of the school year, and the expenses to be 
incurred. The district could unite with other districts and form a 
union high school, and thus secure instruction in all departments from 
the alphabet to the languages and the higher mathematics. 

To assist in the encouragement of schools the State agreed to give 
annually, to each district that shall sustain a school for two months on 
its own funds, an amount "generally equal to $1 on each scholar." 

The Vermont law with reference to the examination of teachers was 
then the most perfect and stringent that anywhere existed. To pay 
wages to any teacher who had failed in the attempt to pass an exami- 
nation and receive a certificate was made a penal offense. 

By the census of 1850 it was found that in Vermont only 1 in 53 of 
the population was unable to read and write. 

Before 1857 several of the larger towns had established graded and 
union schools that were in successful operation and giving good satis- 
faction. They made necessary a somewhat heavier tax, but a contem- 
porary says: 

It is doubtful if the towns where they have been organized would be willing to 
dispense with them on that account, or on any consideration. 

The same was also true of the union high schools. 

At a period a little later [1859] a large graded school was established 
at Montpelier for the free instruction of all children within the vil- 
lage. A school building was erected at a cost of $20,000, the money 
being raised on the grand list of the districts. Previous to this 
schools had been established on a similar basis at Brattleboro, Burling- 
ton, Rutland, St. Albans, Woodstock, Windsor, and St. Johnsbury. 

The idea of a graded school is one in which scholars of the same 
degree of attainments are brought together and are kept together in 
the same studies and in the same class. 2 

1 Though at a later period the division and subdivision of districts became in Ver- 
mont, as in New Hampshire, one of the crying evils of the system. 

2 Section 102 of Vermont school statutes defines a graded school as follows: "A 
school maintained by a town or district not less than 30 weeks each year and con- 
sisting of 3 or more departments taught by 4 or more teachers, having an established 
course of study and having all the departments under the control of one principal 
teacher, shall be a graded school." The high school is tho upper department of the 
graded schools. 



THE COMMON SCHOOLS. 23 

The first enactment in the State looking toward grading the com- 
mon schools was passed in 1841, and the first making complete pro- 
vision for such grading was passed in 1844:. This organization into 
union districts was really a change of system and required in order 
to be fairly developed an entire regrading of all the private or district 
schools. 

In 1857 there were in the State 149 select schools, with an enroll- 
ment of 5,499 pupils. The expense of sustaining these schools must 
have been over $100,000 a year — that is, more than one-third of the 
total expense incurred for all the public schools of the State. The 
select schools were doubtless regarded with favor in a community, 
because they added much more than a public school would have done 
to its social and intellectual life. 

The average wages of male teachers were in the year just named 
$22.92 a month, including board; of female teachers it was $13. 64, esti- 
mating board at $1.50 per week. 

Except so far as teachers' institutes are in the nature of normal 
instruction, no legal provision for the organization of normal schools 
had as yet been made. Some of the academies and higher schools 
were in many respects qualified and were attempting to furnish that 
immediate normal instruction that teachers required. 

At last, with the creation of the Board of Education and with the 
ready and hearty support it received from the newspaper press and 
from the great body of the people of the State, with the feeling that 
it at once inspired, and the constant evidences of greater activity in 
the administration of the school law, the hope was entertained by all 
that a new educational era had opened for Vermont. 

THE OPENING OF A NEW ERA. 

By an act of the legislature approved November 23, 1858, a decided 
and radical change was made in existing school laws. One of the most 
important provisions of the revised law was that the public school 
moneys, which had heretofore been distributed among the several dis- 
tricts according to the number of scholars, should hereafter be distrib- 
uted according to the average daily attendance, during the preceding 
school year, o-f pupils between the ages of 4 and 20 years, one-fourth 
of the public money being, however, divided equally as before among 
the various districts. 

Among the leading aims and purposes of the law there was, first, 
the securing of a full and authentic presentation of all the facts con- 
nected with the schools; second, a thorough and faithful supervision of 
the schools; and, third, increasing the attendance, so that if possible 
all the children might be gathered into the schools. 

At length what had been so long demanded by the towns was granted 
by the State — that the town superintendents should be paid out of the 



24 HISTORY OF EDUCATION IN VERMONT. 

State treasury. These officers therefore became State agents, and, 
together with the town and district clerks, under the special direction 
of the secretary of the board of education, constituted a continuous 
chain of communication through which was conveyed complete infor- 
mation respecting the entire operation of the schools or the perversion 
of the school laws. 

It was now possible to make a reliable exhibit of the facts in detail 
concerning the common schools, and this is found in the secretary's 
report of 1860 for the preceding school year, and is as follows: 

Number of children between the ages of 4 and 18 years. 89, 697 

Number of district schools 2, 754 

Number of select and private schools 491 

Scholars in select and private schools 7, 711 

Average attendance of pupils between the ages of 4 and 18 years 45, 701 

Average attendance between 4 and 20 47, 469 

Number between 4 and 18 attending school 70, 250 

Number between 18 and 20 attending school 3, 341 

Number of academies 69 

Amount paid for teachers' wages and for board and fuel $246, 738 

Amount paid toward the building of schoolhouses . , 65, 534 

Amount paid for repairing schoolhouses 14, 254 

Interest, estimated at 6 per cent, on 2,680 schoolhouses and lots, at $400 

each 64, 320 

Furniture and incidentals 10, 000 

Salary of superintendents 5, 000 

Total amount to be accredited to expenditures for schools 405, 846 

It will be seen from this exhibit that at no time were there more 
than three-fifths of the children of school age in attendance upon any 
of the schools of the State. Mr. Adams showed b}^ statistics that 
Vermont thus stood "far behind any one of the Eastern States'' in 
the matter of attendance upon the public schools. Vermont schools 
especially suffered from nonattendance and the thousand evils that 
spring therefrom during the years from 1852 to 1860. 

At the time the report of 1860 was issued there was already percep- 
tible a very hopeful change in the schools with reference to attendance 
and other interests affecting the welfare of common-school education 
in Vermont. 

In 1860 the average wages of male teachers were $17.44 per month, 
exclusive of board. This was an advance of one-third since 1816, when 
the average wages paid were but 111.72 per month. Female teachers 
were paid in 1846 an average of $4.75 per month, besides board, and 
in 1859-60 it had increased to $7.80. There were then three times as 
many female as male teachers. 

The average duration of the school year at this period, and even as 
late as 1866, was from 23 to 24 weeks, which was somewhat less than 
in 1848. The support of a school for 2 months by each district upon 



THE COMMON SCHOOLS. 25 

its own funds was still made a condition precedent to its receiving- any 
share of the public money. 

By a modification of the school law, candidates for teachers' certifi- 
cates were required to be examined in public, after due notice of time 
and place had been given. The reports of the town superintendents 
make favorable mention of this change as productive of much good. 
Since 1845 the law had required teachers to pass an examination before 
engaging in teaching, but up to 1857 this requirement had been fre- 
quently violated, and in that year it was found that 467 teachers were 
teaching without certificates; but two years later statistics showed that 
only 89 had violated the law in this respect. Schools so taught were 
not legal schools, and were not, therefore, entitled to any portion of 
the public money. The same condition was true of all districts whose 
school registers were not properly filled out and placed on file in the 
town clerk's office as the law required. One serious defect in the 
school system of the State was the too great subdivision of the dis- 
tricts, so that the schools in many of the rural towns were too small 
to be able to employ efficient teachers. 

There was still a great deficiency of school apparatus, of maps, 
globes, dictionaries, and other books of reference, and even of black- 
boards. In this respect Vermont was said to be behind all the other 
States except those of the South. A record of corporal punishment 
was kept by the teachers, and it was found that it was then inflicted 
upon 1 out of every 7 who entered the doors of the school room. 

The secretaiy's report for 1861 took a most hopeful view of the 
condition of the common schools of the State. Never before had their 
claims received such earnest attention from the people; never before 
had there been so large an attendance of children, and never before 
had the attendance been so punctual and steady. The wages of 
teachers were higher and their qualifications superior to those of for- 
mer years. The educational meetings of the preceding year had been 
of greater interest and more largely attended. This was especially 
true of teachers' institutes, which had seemed to awaken more enthu- 
siasm and to be of more practical benefit than ever before. 

The moral element in education was already beginning to attract 
especial attention among the leading educators of the State. It was 
felt that however much intellectual discipline may accomplish for the 
young, it was "after all inadequate to the demands of society in its 
higher relations, and still less so to the higher interests of man as an 
immortal being." In the educational conventions held at this period 
the discussions over the question of religious instruction in the schools 
of every grade, and especially of the place the Bible should hold in 
the common school, were carried on with the greatest earnestness, and 
during the winter of 1860-61 became exceedingly heated, and evoked 
great interest from all classes of people. Little, however, was accom- 



26 HISTORY OF EDUCATION IN VERMONT. 

plished, except to arouse the public mind to the importance of the 
moral and religious element in education. The Scriptures were 
required to be read daily in the schools, but no pupil was compelled to 
participate in the exercise. 

In 1861-62 the amount of the public money distributed was $105,165. 
The amount raised on the grand list, $117,318, and the amount raised 
"on the scholar," $21,670; schoolhouses were built during the year at 
a cost of $54,019. 

HOW THE SCHOOLS BECAME FREE. 

In 1863 the secretary said: 

It is getting to be the usage in all our districts to raise all the money on the grand 
list. 

The history of the movement by which the schools of Vermont at 
leno'th became free is somewhat as follows: 

By the first school law the action of the towns in regard to the 
school was in great measure optional, but as the government became 
settled in its methods, and the number of the towns was increased, we 
find the first show of State control when the legislature in 1797 com- 
manded the towns to support schools, and required that they should 
be kept a specified number of weeks as a condition of receiving their 
portion of the town school tax. Later, in 1810 a State school tax was 
required to be assessed under certain conditions in all organized towns, 
and in 1821 it was provided that the grand jury of each county should 
inquire annually whether the several towns in the county had raised 
and properly expended the State school tax, and every delinquent 
town was made liable to fine, a provision which now applies to all the 
public money. The school law of 1782 gave to the town power to 
divide its territory into school districts and to alter the same; it 
appointed trustees and provided for the support of schools partly by 
rates and partly by taxes or subscriptions, but otherwise the district 
was independent of the town, and it has since come under the super- 
vision and control of the town only by a slow process. The first step 
in this direction was a requirement that the town, in the annual divi- 
sion of the public money, should withhold the share, otherwise due, 
from a district that had not supported a school during the previous 
year. Next came the provision, introduced in 1827, that persons 
employed as teachers must be licensed by town officers. The provi- 
sions requiring the selectmen of the town, in certain cases, to set up 
a school, and even to build a schoolhouse, in and for a district, and to 
assess and cause to be collected a tax on the inhabitants contained in 
the grand list of the district, in order to pay for the same, left but a 
single step further in that direction. This was taken in the law of 
1870, which permitted the towns to abolish the districts, and to intrust 
the management of the schools to a committee chosen by the town. 



THE COMMOK SCHOOLS. 27 

Under the first school law, the districts had power to raise money by 
a tax on the grand list or on the scholar; consequently the question, 
shall the school after expending the public money be supported wholly 
by a tax based on the grand list and thus be wholly free, annually 
arose for decision in every school district in the State. This question 
probably has been more widely and fully discussed, through a long 
period, than any other before the people of Vermont, and the history 
of the legislation on the subject is proportionately important. The 
law of 1782 gave to the prudential committee of the district power to 
assess a tax, according to the grand list of the district, sufficient to 
pay one-half of all the school expenses, and to the district the power 
to vote the other half on the basis of the grand list, or on the scholar. 1 
The revised school law of 1797 provided that the district might vote 
the entire sum on either basis, and this provision was not repealed 
until thirty years later. In 1827, however, the power of the district 
to raise money on the scholar to build and repair schoolhouses, and in 
1850 the power to raise money in a similar way to pay the wages of 
teachers' were revoked. Other expenses for the support of schools, 
such as the cost of wood and of the teachers' board, were laid on the 
pupil until 1861; but in that year it was enacted that ''All expenses 
incurred by school districts for the support of schools shall be defrayed 
by a tax upon the grand list of the district." The determination of 
the people, after eighty-two years of discussion, was that the public 
schools should be wholly free. 
One has well said: 

While our fathers held that schools for all- were a necessity, we noid that the 
schools for all must be free for all; while they held that the town has a right to act 
for the establishment and maintenance of schools, we require the town to act for the 
establishment and maintenance of schools; with them we hold the authority of the 
town to be subordinate to the authority of the State. Here are the three articles of 
our educational faith. 2 

A MARKED IMPROVEMENT IN THE SCHOOLS OF THE STATE. 

Compared with the year 1816 when Mr. Eaton, who was afterwards 
governor, was state superintendent of schools, it was easy to perceive 
that a great advance had been made in common school education. 
Then the whole attention of the schools was mainly engrossed in read- 
ing, spelling, writing, and arithmetic. A little later, when the study 
of grammar was introduced, it "was considered an outrage upon the 
public schools." Little by little changes had taken place. Less time, 
for instance, was given in arithmetic to mere ciphering and more to 

*In 1833 a tax of 3 per cent was levied on the grand list which amounted to 
between $50,000 and $60,000, and about as much more was supposed to be raised by 
school district taxes. 

2 Edward Conant, in superintendent's report, 1874. 



28 HISTOEY OF EDUCATION IN VERMONT. 

demonstration and explanation. More time was now devoted to the 
study of grammar and composition, and besides this geography and 
history were already receiving a good share of attention. Geology, 
physiology, and botany had been introduced into the public schools of 
other States but they were as yet unknown in those of Vermont. As 
late as 1863 the secretary could say: 

Not a single class in' geology is believed to exist in the public schools of an ordi- 
nary grade in our whole State, and yet within a few years a very general appreciation 
of this science has been rapidly growing. 

He earnestly recommends the introduction of geology and natural 
history, and adds the following in regard to music: 

I am glad to say that within the past few years, as the result of much public dis- 
cussion both within and without the State, the practice of opening and closing the 
schools with vocal music has been rapidly gaining ground. 

He emphasizes the importance of a thorough knowledge of the geog- 
raphy and history of Vermont, and special provision was made by the 
legislature at its next session for instruction in these branches in order 
that the pupils might become imbued with the ideas of patriotism, and 
thus be qualified for good citizenship, " the end and purpose for which 
schools were established." Nor is this all. "The State bill of rights 
and the leading features of the State and national constitutions, with a 
knowledge of the different departments of government," should be 
topics of common conversation and of particular instruction in every 
common school. 

The common-school system was evidently gaining steadily in popular 
favor, as it increased in efficiency and proved itself competent to 
accomplish all that its friends predicted for it. Parents were taking 
a deeper interest in the schools, and were more willing to tax them- 
selves that they might have better schoolhouses, the teachers were 
better, and the children were more studious, happier in their school 
tasks, and more willing to pursue those branches that were calculated 
to give "immediate practical benefit," such, for instance, as the gram- 
matical use of language. 

A }^ear or two later the secretary says: 

No statistics, however exact and copious, can give an adequate idea of the life that 
has been infused into all the educational movements of the State during the eight 
years that have now elapsed since the system went into operation. 

In 1863 attention was called to the importance of establishing town 
school libraries. Some had already been established, and the move- 
ment which then began without question resulted in great good to the 
children and }^outh of the State. 

The points in favor of the Vermont school system, as it was then 
developed, can be stated as follows: Public examination of teachers; 
the arrangement for local supervision simple, economical, and efficient; 



THE COMMON SCHOOLS. 29 

the power of revoking certificates was limited to certain specific causes; 
the legal provision by which the distribution of the public money to the 
various districts was made to depend upon the daily average attendance 
upon the schools; and the provision for an authorized list of school 
text-books, maintaining a uniformity in their use in the schools with 
very little disturbance or opposition. 

Of the common schools Vermont could already cherish a just pride, 
but of graded schools of a higher character the secretary, as late as 
1863, could say, "she has almost none." And he raises the question, 
"Why are there not more graded and union schools?" The first 
reply is that too many academies (though the number of these was 
steadily diminishing) were doing the work of the common schools; 
and second, the welfare of the public schools is "still more seriously 
affected by the multiplicity of private and select schools than by any 
other cause, and probably more than by all other causes combined." 

The fathers and founders of the State, in their plan of the common 
school, the grammar school, and the university, evidently laid a foun- 
dation that their children would have done well to build upon. Had 
their plan never been altered, the educational interests of the State 
might have been better subserved. The power and efficiency of the 
grammar schools were for a long time greatly impaired through 
acts of legislation which divided and subdivided the State fund estab- 
lished for their support. * Still it should be said that the academies of 
Vermont rendered a most essential service in the educational elevation 
of the State. They were the only colleges that most of the young 
men and women ever knew, and they helped wonderfully to broaden 
their views of life and implant within them truer conceptions of the 
work they were fitted to do. 

Later the excellencies of the graded schools became more and more 
apparent. They seemed to be in great part free from the principal 

1 In 1878 the legislature made it the duty of the State superintendent to learn the 
amount of income from the grammar-school lands (granted by the authority of the 
State of Vermont) in each of the several towns where they existed, the appropria- 
tion that had been made of it, and the character of the schools to the support of 
which such income had been applied. The superintendent made a report of the 
facts ascertained to the governor of the State as required by the resolution, which 
may be found in the appendix to the Twenty -sixth Vermont School Eeport (1880). 

In regard to these school lands it might be said that they are found in most of the 
towns of the State. They "are lands the rent of which is devoted to the support of 
the common schools, the county grammar schools, the State university, and particu- 
lar institutions designated by the donors. Of the lands,whose rent is devoted to the 
support of the common schools, some were set apart for that purpose in the original 
charter of the town, some were set apart in the charter as glebe lands and afterwards, 
by act of legislation, devoted to the support of schools, and others were given by 
individuals or by corporations for that purpose." (State Eeport for 1875-76, pp. 
40, 41. ) 



oO HISTORY OF EDUCATION IN VERMONT. 

difficulties and obstacles that encumber the working of the common 
district school. 

During the twenty-five years previous to 1870 they had become 
established in the cities and in nearly all the large villages of the State, 
many of the academies having become graded schools. In many of 
the small villages the districts were united, good buildings erected, 
and schools with 2 or 3 departments carried on in the place of separate 
district schools. But the country schools were, without exception, 
ungraded. 

In the year last named out of the 66,310 children attending public 
schools, 10,000 were found in the graded schools. 

In 1862 Congress passed an act giving to all the States, under cer- 
tain conditions, a grant of lands for the establishment of an agricultural 
college. This was at once accepted by Vermont, and in 1866 a com- 
pletely organized State agricultural college was established at Burling- 
ton and united with the University of Vermont. In 1865 the State 
reform school was authorized by the legislature and established at 
Waterbury, bnt ten years later this was removed to Vergennes. 

In receiving the land-grant from the Government, the general assem- 
bly of Vermont urged the concentration of educational strength, many 
holding that it would be better for the State if the colleges at Burling- 
ton and Middlebury could unite and form a single State university. 
A vigorous effort to this end, and one that came near being successful, 
had already been made in 1847-48. Still, so many and great were the 
supposed difficulties to be overcome that the idea of a juncture then 
failed of accomplishment, and for years afterwards no further attempt 
was made; but when, after the Government grant, it became necessary 
to incorporate the Vermont State University and associated colleges, 
the time was recognized by many intelligent friends of education as 
favorable for the accomplishment of the long-cherished project of 
union of the colleges, without which, as it seemed to them, a complete 
and symmetrical system of State education would be impossible. But 
however desirable this juncture of the colleges appeared, it came no 
nearer accomplishment than at the period to which we have referred. 

At about the period of the close of the civil war there was i4 a grow- 
ing conviction in the public mind that female teachers are preferable 
to male." Doubtless their more general employment during the war, 
when it was more difficult to secure male teachers, and their quite uni- 
form success in teaching, and the excellence of their characters and 
influence had much to do in producing this conviction; yet I doubt not 
that the question of greater economy had much more weight in the 
decision to employ female teachers than many would have been willing 
to confess, for the average wages paid was still onty $8.16 a month, 
exclusive of board, and that, too, in a depreciated currency. How- 
ever, it was generally believed that "contemporaneous with the grad- 
ual change from male to female teachers, which has been mentioned, 



THE COMMON SCHOOLS. 31 

there has taken place a gradual improvement in the schools of the 
State." 

Good behavior was among the things which the State required to be 
taught in the common schools, and in conforming to this law it is said 
that the superior merits of female teachers were eminently conspicu- 
ous. In 1870 Gen. John W. Phelps, of Brattleboro, suggested the 
preparation of a manual, to be used in the schools, "which should 
inculcate the few simple rules of courtesy." 

In 1865 it was still customary for teachers to "board around," thus 
laying the most burdensome tax upon those parents who had children 
in school. 

The various town, county, and State teachers' associations which 
sprang into existence mainly within the decade between 1855 and 
1865 proved themselves of great benefit to the teachers of the State. 
These associations gathered together those who were actually engaged 
in the vocation of teaching and were entirely voluntary and self- 
sustaining in their character. The State Teachers' Association had 
rapidly increased in numbers and influence, though it could not be said 
as yet to have enlisted the cooperation of influential men outside the 
schools — that is, of those who were eminent in social and political life. 

In 1866 for the first time no funds were raised "on the scholar," the 
whole amount necessary to meet the expenditures for the school year 
being provided by the distribution of the public moneys or raised on 
the grand list. 

The common-school curriculum had remained practically unchanged 
for more than half a century, the only important text-book intro- 
duced during this time being a composite work which combined in one, 
geography, history, and the constitution of Vermont; but the legisla- 
ture of 1866 called upon the board of education to arrange two courses 
of study; one of these to include all the branches required to be taught 
in the common schools of the State, the other to include in addition 
such higher English branches as the board should deem best adapted 
to the use of more advanced classes. They further enacted that at 
each teachers' institute there should be held an examination in one or 
both of these courses, and that those who presented themselves and 
passed the examination should receive certificates entitling them to 
teach in any part of the State "for the term of five or of fifteen years, 
according as they passed a satisfactory examination in one course or in 
both." In conformity with this requirement of the legislature the 
board of education determined that the candidates should be examined 
in eight distinct subjects, the first seven of which must be partly writ- 
ten. These subjects included, besides the common branches, the his- 
tory of the United States, the history of Vermont, with map drawing, 
the Constitution of the United States and of Vermont, single entry 
bookkeeping, and the elements of elocution and of vocal culture. 



3:2 HISTORY OF EDUCATION IN VERMONT. 

Candidates for the second course, having passed a satisfactoiy 
examination in the subjects just named, were to be examined further 
in bookkeeping by double entry, algebra, physical geography, physi- 
ology, elements of botany, natural philosophy, a thorough analysis 
and explanation of one book of Cowper or Thompson, a critical expo- 
sition of Milton's Paradise Lost or Bacon's Essays, and two other 
subjects to be chosen from the following: Geometry, astronomy, 
chemistry, geology, surveying, zoology, evidences of Christianity, 
rhetoric, intellectual philosophy, and moral philosoplry. 

The character of the institutes was very much changed by the act 
of 1866. The new law required that two or more practical teachers 
should be associated with the secretary in conducting the examinations 
at teachers' institutes. The selection of these teachers was to be made 
b} r the board of education. 

The effect of the introduction of these examinations was felt at once, 
since it made the State certificate a prize well worth striving for, and 
opened the eyes of teachers to their lack of qualifications for the 
responsible positions which they sought to occupy. 

In the same year (1866) another act of great importance to the State 
was passed by the legislature, authorizing the establishment under 
certain conditions of normal schools. In accordance with this act 
normal schools were soon established in each of the three Congres- 
sional districts into which the State was then divided. The towns in 
which these were located were Randolph, Johnson, and Castleton, and 
in the two former the schools were already opened by February, 1867, 
only three months after the passage of the act authorizing their estab- 
lishment. The one at Castleton was opened on September 23, 1868. 
Examinations were to take place twice a year, and certificates of the 
same grade as at the teachers' institutes, and requiring the same quali- 
fications, were given to those who were entitled to them. These cer- 
tificates could be revoked for sufficient cause by the board of educa- 
tion. A }^ear later an appropriation of $1,500 was made by the leg- 
islature for the benefit of pupils needing assistance in the normal 
schools, $500 to be paid by the State treasurer to the board of trustees 
of each of the normal schools. To these acts of legislation of 1866 
was added the provision that after five years from the time of their 
passage no person could teach in any of the common schools of the 
State unless possessed of such a certificate of examination as the law 
required. In practice, however, it was afterwards found difficult to 
comply with this provision. Still the legislation referred to had a 
permanent and excellent effect upon the qualifiations of the teachers, 
and therefore upon the progress of education in the State. Among 
other legislative acts of this year was one authorizing a revised list of 
school books. This list was prepared and published the following 



THE COMMON SCHOOLS. 33 

year. 1 The first attempt to regulate the selection of text-books was 
made in 1828, when the board of commissioners for common schools, 
though they said that their duty was only advisory, proposed a list of 
books as suitable and proper to be used in the schools. They author- 
ized town committees to select from this list such books as they thought 
best adapted to their needs. 2 This law was enacted in 1827 and 
repealed in 1833, though it seems never to have secured any effective 
recommendations of books. The first notice of text-books being 
chosen by the board of education was in 1858. Between that date and 
the year 1880 there had been at different periods four recommendations 
of text-books. 

Secretary J. S. Adams, after eleven years of faithful and efficient 
service, could look with much gratification upon the very material 
advance that had been made in all departments of school work through- 
out the State. In 1867 there was scarcely a large village in Vermont 
that was not provided with higher schools of some description, and the 
sentiment in favor of graded schools was constantly increasing. The 
honor of the changed condition of the schools and of the healthier tone 
of public opinion respecting them belongs, doubtless, in great part to 
Mr. Adams, but much credit is also due to the first board of education, 
which was composed of men whose names should ever be gratefully 
remembered in the State. They were Calvin Pease, Dorr Bradley, 
and Hon. T. P. Redfield. 

President Buckham, of the University of Vermont, pays this fitting 
tribute to the character and services of Hon. John S. Adams: 

He was a remarkable man. * * * He was a ready and apt speaker; could 
gather and interest larger audiences than any man of his time in Vermont, and was 
capable on occasion of a real eloquence which few public men can approach. He 
knew the people of Vermont thoroughly — knew how to manage them for their own 
good. He could argue, natter, scold, ridicule, according as the needs were, and 
rarely failed to make his hearers see as he saw, feel as he felt. On the organization of 
the board of education in 1856 Mr. Adams was appointed secretary. He threw him- 
self into the pioneer work, which was then most needed and for which he was admira- 
bly fitted, with all the ardor of an enthusiast. In this work he labored eleven years 
with the greatest energy and the most useful results to the school system of Ver- 
mont. The State owes to few of the public men who have devoted themselves to 
her highest interests a greater debt of gratitude than to Mr. Adams. 

By act., of November 18, 1866, the board of education was to be 
chosen as follows: 

The governor shall annually [after 1870 biennially] nominate and by and with 
the advice and consent of the senate shall appoint a board of education, consisting of 
six persons, two of whom shall be residents of each Congressional district, and three 
of the number at least shall be practical educators. And the governor of the State 
for the time being shall be ex officio a member of said board. 

1 This State commission issued what is accounted the first Vermont school report. 

2 The State has since received the benefit of better classified text-books and better 
instructed schools. 

3177 3 



34 HISTORY OF EDUCATION IN VERMONT. 

Previous to this act the board had consisted of but five persons. 
Among other school legislation of that year was the following: 

The several towns shall, at each annual meeting, elect one or more trustees, not 
exceeding three, * * * whose duty it shall be to receive, take care of, and man- 
age the money deposited with the respective towns. 

This has reference to the United States deposit money. According 
to existing law the State treasurer had authority "to receive any 
moneys belonging to the United States, hereafter to be deposited with 
this State, and give a/certificate of deposit." The interest on this 
deposit money received from the Government, which b}^ the act of 
1836 is appropriated to the support of common schools, u is not to be 
taken as a part of the proceeds of the school fund within the purview 
of the proviso to the ninth section of the act of 1827, entitled 'An 
act to provide for the support of common schools,' and to go so far as 
a relief against the 3-cent tax required by law." 

In 1867 Hon. A. E. Rankin was chosen secretaiy of the board of 
education to succeed Mr. Adams. In his first report (1868) he says: 

It is to the clergy, more than to any other profession — and more than to all 
others — that the cause of education is indebted. They have more sympathy with 
and a higher appreciation of the importance of thorough and efficient educational 
work. 

This is probably not too strong a stating of the case, for it is, with- 
out doubt, true that as in the early history of New England, so in its 
later history, the clergy have been the warmest, most faithful, and 
most intelligent fosterers and friends of education. The new sec- 
retary said: " Every dollar judiciously expended in the cause of edu- 
cation will give a larger return in kind than any other investment 
which it is possible to make," and he made a strong plea for moral 
and religious instruction in the school, maintaining that the Constitu- 
tion of the United States and the framers of the State constitutions 
did not design to exclude moral and religious instruction from the 
public school. He says that according to Chief Justice Shaw ""the 
public-school system was intended to provide a system of moral train- 
ing." " Christianity is a part of the law of England," sa} T s Black- 
stone, and, in a note to an American edition of his commentaries, he 
declares that ' ' we have received the Christian religion as a part of the 
common law." 

In the legislation of 1867 there was a requirement that parents and 
guardians should give ' ' their children and wards between the ages of 
8 and 14 years three months' schooling annually at the public school, 
or an equivalent, and prohibiting manufacturing companies from 
employing those who have not enjoyed such schooling," a penalty of 
from $10 to $20 being affixed for the violation of this law. 

The general assembly also authorized each town to establish and 
maintain one or more central schools for the education of advanced 



THE COMMON SCHOOLS. 35 

pupils of the several districts. To support these schools each pupil 
was to pay to the town treasurer such sum per term for tuition as the 
prudential committee, chosen by the town to have the oversight of 
these central schools, should determine. 

After serving as secretary of the board of education for three years 
Mr. Rankin resigned the office. His important services while holding 
this high office, his fine culture, and sound and thorough views of 
education, and his earnest discussion of the important principles of 
school reform placed him in high esteem among the friends of educa- 
tion in Vermont. The hopeful features of the school system during 
the period of his incumbenc}^ was a greater regularity in the attend- 
ance of pupils and a very decided elevation in the standard of require- 
ments in the examinations by superintendents of candidates for 
teachers' certificates. 

The establishment of three normal schools had from the first met 
with much opposition. It was believed by some that the system estab- 
lished c c was wholly unworthy of an}^ State that aims to make liberal 
provision for public education." The true thought, they said, was 
concentration. Instead of three normal schools with divided strength, 
there should be one strong central school, provided with means for 
its work. It was certainty the duty of the State to train teachers for 
its schools, and it was more economical to train them herself than, by 
affording inferior facilities, to compel them to seek this training else- 
where. 

The board of education was in favor of concentration, and recom- 
mended the establishing of one normal school and the appropriation 
of $5,000 thereto in addition to what the State already paid for nor- 
mal instruction and for the institutes; but the legislature was unable 
to agree upon any provision more satisfactory than that which already 
existed, and therefore the three normal schools were left undisturbed 
to carry on, as best they could with limited means, the training of 
teachers for the State. 

On May 14, 1870, Hon. John H. French, LL. D., of Albany, N. Y., 
was chosen secretary of the board of education to succeed Mr. Ran- 
kin. Mr. French was then a resident of Albany, N. Y. He made an 
efficient secretary, and there was a substantial improvement in the 
common schools during his administration of the office. 

Reference has already been made to the act passed in 1866, which 
required that after the expiration of five years all the teachers of the 
State must hold the institute certificate of examination or its equiva- 
lent — the diploma of the normal schools. At the expiration of the time 
stated, however, it was found that not much more than 400, and per- 
haps less than that number, of certificates were held by those who 
were teaching the children of the State. It therefore became neces- 
sary to agree upon some modification of the law, and the plan agreed 



36 HISTOBY OF EDUCATION IN VERMONT. 

upon was to require two public examinations of teachers to be held in 
each town annually, the examinations to be held on the same day 
throughout the county, and the certificates, which were granted b} T 

the town superintendents, to hold good until the first day of the fol- 
lowing- April. All persons applying- to be examined at other times 
were required to present themselves before at least one of the pru- 
dential committee of the school in which such person proposed to 
teach and before one other intelligent adult person. For a certificate 
granted upon such an examination the candidate was required to pay 
to the superintendent 81. and the prudential committee were to pay 
him S:!. Some other conditions were also added. The law required 
the town superintendents in the several counties to meet annually on 
the third Tuesday of March for the purpose of agreeing upon ques- 
tions to be used in the written examinations of teachers throuo-hout 
the county and of fixing a standard of qualifications of teachers for 
the ensuing year. 

At these gatherings, in addition to agreeing upon those questions 
that were to be asked of the candidates at the regular public examina- 
tions, they established certain regulations and acquainted themselves 
with the condition of the schools. From the first these meetings, 
which began in 1871, were very popular with town superintendents, 
progressive teachers, and active friends of common schools, and by 
means of them a deep interest was everywhere awakened on the sub- 
ject of the qualifications of teachers. 

At the institutes held each year in the fourteen counties of the State 
certificates valid for five years were awarded by the secretary, accord- 
ing to the provisions of the act of 1866, to which we have referred. 
The examination was confined wholly to the subjects of study pur- 
sued in the common schools of Vermont. In 1870 an amendment was 
made to the former act. according to which, in addition to a knowl- 
edge of common-school studies, the candidates for State certificates 
must have had a practical and successful experience in teaching of not 
less than forty weeks during the four years immediately preceding the 
time of their examination. 

In this year the State appropriated Si, 000 to each of the three nor- 
mal schools for the purpose of aiding such young men and women as 
would agree to hold themselves in readiness to teach in the schools of 
the State for at least two years immediately following their graduation. 
Two years later the legislature appropriated the further sum of §500 
to each of the normal schools. 

As early as 1866 or earlier the secretary of the board of education 
had advocated abolishing the school districts and the formation of all 
the districts in each town into a single district controlled by the town. 
At different times the board of education had strongly recommended 
this change, believing that on account of the multiplicity of schools a 
large part of the expenditures for schools was wasted. Moreover, they 



THE COMMON SCHOOLS. 37 

believed that 40 per cent was wasted through the failure of the children 
to attend school. They held that with the establishment of a town 
system of schools much of the annual expenditures could be saved and 
at the same time the educational interests could be carried on in a way 
to secure much better results. At length, in 1870, the general assem- 
bly consented to pass the following bill: 

Any town in this State may at its annual March meeting in 1871, or at any annual 
March meeting thereafter, by vote, by a majority of the voters present at any such 
meeting, abolish the school-district system in such town, and the selectmen of each 
town shall insert an article for that purpose in the warning for the annual March 
meeting in 1871, and in the warning for any subsequent annual meeting upon the 
application of 3 legal voters in such town. 

Up to the year 1884 19 towns had changed from the district to 
the town system. In so doing they placed the schools under better 
and more permanent teachers and secured more efficient management 
and supervision. The sentiment in favor of the town system was 
rapidly increasing. 

The period of school age, which had been from 4 to 18 years, was now 
changed to that between 5 and 20 years. Thereafter two-thirds of the 
money that was appropriated to the support of the common schools of 
each town was to be divided between the common-school districts, 
including also any union districts, 4i in proportion to the aggregate 
attendance of the scholars of such district between the ages of 5 and 
20 years upon the common schools in such district during the preced- 
ing school year." 

By an act approved November 23, 1870, attendance at school was 
made compulsory upon all children between the ages of 8 and 14 
years. 

Previous to 1866 no school district could receive any share of the 
public moneys unless during the preceding year it had maintained a 
school for two months from money raised in the town. In the year 
named the statute was amended so as to make the legal school year 
four months: and by a further amendment in 1870 the length of the 
legal school year was fixed at twenty weeks. Up to 1872 five and a 
half days constituted a legal school week, but in that year the law was 
amended so as to read five days, and it so remains. 

In case any pupil in a public school is not provided by the parent, 
master, or guardian with the requisite text-books, it is made the duty 
of the prudential committee of the district, or of the school board in 
any town which has abolished school districts, to notify such parents 
or legal guardians, and if within a week thereafter such books are not 
provided, the prudential committee or school board shall be authorized 
to supply them. 

" Vermont has no school fund; all the money to defray the expenses 
of her common schools is raised annually by direct tax on town and 
district. " A system of free public education is based on the proposi- 



38 HISTORY OF EDUCATION IN VERMONT. 

tion that "the property of the State should educate the children of the 
State." Another proposition equally true is that "equal taxation 
should secure equal advantages to all for whose benefit the tax is 
imposed." 

The total current expenses of all the public schools for the year end- 
ing- March 31, 1874, were $516,198.89, and the total expenditures for 
all school purposes amounted to $622,227.28. This money was raised 
as follows: By the 9 cent town tax, $123,685.55; by towns, $66,685.92; 
by tax on districts, $109,121.15. 

It will thus be seen that more than two-thirds of the total amount 
was raised by tax on the districts. In the five years between 1869 and 
18 VI the expenditures for school purposes had increased nearly 25 per 
cent. In the poorer districts the rate of taxation for the support of 
schools had become so great as to be somewhat burdensome, and there 
was reason for fear lest a still larger number of districts should fail to 
support any school. Believing, therefore, that there must be some 
modification of the law the secretary advocated the levying of a State 
property tax of nearly one-half the amount to be raised, one-half as 
much more by town tax, a poll tax of $2 each on the 70,000 polls of 
the State, and the small balance remaining by a tax on the districts. 

Ten years later the sources of revenue for school purposes are stated 
to be as follows: First, the interest upon the United States deposit 
mone} r loaned to the State by the National Government; second, the 
rent of lands set apart for the support of the common schools; third, 
the income from funds donated to towns by individuals or otherwise, 
and, fourth, the town and district taxes. 

In 1871 the law relating to school supervision was again modified 
and an act passed authorizing a return to the former system of choos- 
ing a State superintendent of schools, and Edward Conant, who had 
been at the head of the State Normal School at Randolph since its 
establishment in 1867, was chosen superintendent. The officers of 
the school system, as now constituted, consist of a State superintend- 
ent of public instruction, town superintendents of schools, and dis- 
trict prudential committees, with the usual associated officers. Their 
duties are defined as follows: 

DUTIES OF STATE SUPERINTENDENT. 

The joint assembly of the legislature elect biennially a State super- 
intendent of public instruction. Among the duties assigned him the 
following are the essential ones: To promote the highest educational 
interests of the State. To do this he must visit every county and 
town during the year; deliver lectures upon the subject of education; 
confer with town superintendents, visit schools with them, and pre- 
scribe and furnish them with blank forms for a school register and for 
collecting school statistics. He must hold a teachers' institute annually 



THE COMMON SCHOOLS. 39 

in every county where 25 teachers make application therefor, and he 
must hold a county convention of town superintendents annually in 
each county. He must give such information as will enable the select- 
men of each town to divide the public money according to law; pre- 
pare and annually furnish to each town superintendent blank certifi- 
cates for teachers. He must have supervision of the normal schools 
of the State and visit them twice in each term. Together with three 
examiners appointed by the governor, he examines candidates for 
normal graduation and determines their fitness for receiving certifi- 
cates. He also at the teachers' institutes examines candidates for the 
State teachers' certificates. It is also within the province of the State 
superintendent to request trustees of incorporated academies and gram- 
mar schools to cause their principals to return correct answers to the 
statistical inquiries that he may address to them. It is his duty to 
prepare and present to the legislature, on the first day of each bien- 
nial session, a report of his official acts for the preceding two years, 
together with a statement of the condition of the schools, the distribu- 
tion of the school funds, etc. , and have this report printed and distrib- 
uted according to law. 

The governor has power to appoint a superintendent when a vacancy 
occurs during the term for which he was chosen. The duties of the 
secretary of the board of education were similar to those of the State 
superintendent. 1 

THE TOWN SUPERINTENDENT. 2 

The town superintendent, elected to hold office for one year, is 
chosen by the qualified voters of the town at the annual March meet- 
ing, and enters upon his duties on the 1st day of April following. It 
is his duty to visit all legally organized common schools in town — the 
average number being about 10 — at least once each year and give 
advice to the teachers respecting the government of the pupils and the 
courses of study; he must inspect the school buildings, and adopt all 
requisite measures for the inspection of the schools and the improve- 
ment of tbe scholars; receive and distribute school census blanks and 



1 The following is a list of the State superintendents and secretaries of the board 
of education, with their terms of service: 

State superintendent. — Horace Eaton, 1845-50; Charles G. Burnham, 1850-51. 

Secretary of State board of education. — JohnS. Adams, 1856-67; Andrew E. Kankin, 
1867-70; John H. French, 1870-74. 

State superintendent.— Edward Conant, 1874-80; Justus Dartt, 1880-88; Edwin F. 
Palmer, 1888 (still in office) . 

2 Mr. J. L. Pickard says in his work on School Supervision, published in 1890, 
that "all the New England States except Vermont retain the town as the unit with 
town supervision. All others have adopted the county or parish system except 
Delaware, which retains the town system." Massachusetts, however, allows two or 
more towns to combine and choose a superintendent, and Vermont returned to the 
town system in 189C, having discontinued it July 1, 1889. 



10 HISTORY OF EDUCATION IN VERMONT. 

school registers furnished by the State superintendent, and see that 
they are properly kept, and make to him an annual report; he must 
make a detailed report of the condition of the schools to be presented 
to the annual March meeting. He is required by law to meet annually, 
or oftener if it seemed necessary, the other superintendents of the 
county, at the call of the State superintendent, to consider the interests 
of education in the county. The town superintendent is entitled to a 
"reasonable compensation" for his services. In 1856 it was not to 
exceed $1 per day for time actually spent in the work of his office. 
By the law of 1856 the secretary of the board of education was required 
to visit the schools in addition to the town superintendent. This 
constituted "the supervising system of the public schools of the State, 
partly of a State character and partly of a town character. " 1 

PRUDENTIAL COMMITTEE. 

This committee may consist of one or three legal voters in a school 
district, and is chosen at the annual school meeting held on the first 
Tuesday in March. It is the duty of the committee to hire and ip&y 
teachers, and remove them when necessary; provide a suitable place 
for each school and keep the schoolhouses in good repair; see that 
fuel, furniture, and all appliances necessary for the welfare of the 
school are provided; adopt all requisite measures for the inspection, 
examination, and regulation of the school; and exercise over the 
school and the teachers the only actual and active power that is exer- 
cised at all, or can be. The committee is responsible alone to the dis- 
trict which appoints it. It is their duty to compel all children between 
the age of 8 and 11 years to attend school for at least three months in 
each year, and to prevent their employment in any mill or factory until 
they shall have first spent the required three months in school. In 
case a conflict of opinion arises between the prudential committee and 
the town superintendent, the measures adopted by the latter are to 
govern. However, the work to be done by the prudential committee 

1 The supervision exercised by the town on one side resembles that of the State. 
The town controls the formation and regulates the boundaries of school districts, or 
at pleasure abolishes all school districts. It is within the power of the town to assist 
the districts in the support of schools beyond the requirements of the State. The 
town may supplement the work of the district schools by supporting a central, 
graded, or high school. The town, acting through its proper officers, may in certain 
cases build schoolhouses or establish schools in school districts and require the dis- 
tricts to pay for the same. 

On the other side the supervision exercised by the town differs from that of the 
State. In most cases the approval of the teacher by the town superintendent is 
necessary that a common school may be opened, and the continued approval of the 
teacher by the town superintendent is also in most cases necessary to the continuance 
of the school. The town superintendent is required to "adopt all requisite measures 
for the inspection, examination, and regulation of the schools." (Edward Conant, 
State superintendent's report, 1874.) 



THE COMMON SCHOOLS. 41 

has always been important, and during its entire history the character 
and success of the schools have depended very largely upon it. 

In 1868 the legislature authorized a prudential committee for the 
" central schools," then first established. The law provides for the 
election of three, six, or nine persons as prudential committee, one- 
third of the number to be chosen each year for a term of three years, 
except that at the first election one-third of the committee should be 
chosen for one year, one-third for two years, and one-third for three 
years. 

FURTHER SCHOOL LEGISLATION. 

By acts of legislature (1870 and 1874?) the trustees of the State 
Normal School at Randolph were required to use the sum of $2,000 in 
furnishing free scholarships in said normal school during the two years 
beginning in February, 1875; and the laws of 1874 required that the 
free scholarships should be assigned to the several counties of the 
Congressional districts according to their population. 

In 1876 a further act was approved "to encourage the training of 
teachers for the common schools," and in accordance therewith a train- 
ing department was organized in the early part of 1877, in connection 
with the graded school at Bennington. The first class consisted of 
seven young ladies, all of whom passed a satisfactory examination in 
the first course of study such as was established for the normal schools 
of the State, and received licenses to teach in the common schools of 
Vermont for the period of five years. But only those who had com- 
pleted the high-school course of study were eligible to enter the normal 
class. The time was spent entirely upon a course of training of a pro- 
fessional character. The principles of object teaching were discussed 
and applied to the various branches taught in our public schools. Each 
student took entire charge for a number of weeks of a room containing 
primary pupils. 

There was, however, at this time little encouragement in Vermont 
to follow the vocation of a teacher. Statistics showed that for a num- 
ber of years the schools had cost less and less, the entire cost for the 
year ending March, 1878, being but $504,692.22. The average wages 
per week (and teachers had to pay for their board out of this) were 
$7.61 for male teachers, and $5 for female teachers. The result 
of this was that as soon as teachers became qualified to do really good 
work they left the schools. Still the legislature was repeatedly doing 
what it could for the improvement of teachers. It provided in 1878 
that instead of teachers' institutes there might be held in counties 
(where institutes were not called for before July 1 of any year) educa- 
tional meetings to continue only one day and evening each. Of these 
meetings there must be in the county not less than three nor more than 
five. In accordance with this enactment 46 educational meetings were 
held in the State, all but two of which were in 1879. 



4*2 HIS TORY OF EDUCATION IN VERMONT. 

The work done was very similar to that in the teachers' institutes, 
consisting mostly of lectures, essays, discussions, and lesson exercises, 
sometimes with extemporized classes. Unquestionably, as a result of 
the encouragement given by the State to normal instruction, the pro- 
portion of normal teachers employed in the public schools was steadily 
increasing. Still the superintendent could say in his biennial report 
(1878) that only "1 in 9 of the teachers employed * * * for the 
last two years, and 1 in 8 of those employed during the last school 
year has attended a Vermont normal school." 

In 1880 teachers' licenses were derived from three sources — the 
town, the county, and the State. The town license was granted by 
the town superintendent; the county license by an examining board of 
three, two of whom must be practical teachers, and the third must 
be a town superintendent; and the State license by an examining board 
of three, two of whom must be teachers, and the third the State 
superintendent. 

Modifications were from time to time being made in the studies 
pursued in the common schools. In the year just named the metric 
system was recommended by the superintendent, though it had already 
been taught in some of the schools of the State. The belief was 
entertained by some that a law should be passed making such study 
compulsory. 

In 1874 the number of children of legal school age was 89,541. 
Four years later the number was reported as 92,831. This was the 
last enumeration by district clerks, the law requiring it haying been 
repealed. By the United States census of 1880 the number of chil- 
dren of school age was given at 99,463. The whole number enrolled 
in the schools for the year 1883-84 was 72,744. In only three years 
has the number been larger, viz, in 1879, 1880, and 1882. The num- 
ber attending private schools during 1883-84 was 8,004, making the 
whole number in school over 80,000, and leaving a balance of those 
who did not attend school of over 18,000. This was certainly a very 
large number to grow up without school privileges, especially when 
the schools were free to all who chose to enter thejn. 

The number of schools at this time was 2,550, and the average daily 
attendance was 47,607. There were employed 540 male teachers and 
3,723 female teachers, or 4,263 in all. Of this number 521 had 
attended one of the normal schools. The average weekly wages of 
male teachers was $8.58, and of female teachers $5. This was a slight 
increase over former years. 

In 1884 in 27 towns there were graded schools of four or more 
departments, supporting not less than thirty weeks of school, most of 
them, in fact, supporting schools for a longer period. Four of these 
schools were combined with academies. Six towns in addition to 
those named had graded schools of three departments, with prescribed 



THE COMMON SCHOOLS. 43 

courses of study. In these graded schools there were enrolled during 
the year 13,631 pupils, of whom 1,969 were in the high schools. Of 
high-school pupils 511 studied Latin, 80 Greek, and 160 French or 
German. Of the 118 graduates of that year 39 were fitted for col- 
lege. This, of 'course, did not include those in the academies and 
other preparatory schools, of which there were a sufficient number 
to accommodate all who sought to secure a secondary course of 
instruction. 

It was found that nearly six-sevenths of the whole number of pupils 
were in ungraded schools. In 1884 all towns having the district sys- 
tem were required to vote upon the question of abolishing the district 
system and adopting the town system. Previous to that 34 towns had 
voted in favor of the town system and adopted it. This question of 
the town versus the district s} r stem was also for a long time agitated, 
both in New Hampshire and in Massachusetts, and in both States the 
town system was adopted. 

From the date above named 24 weeks instead of 20 became the 
legal school year. As a result the average length of schools increased 
from 126 days in 1884-85 to 136 in the year following. But still the 
average number of days' attendance for each scholar enrolled was only 
88; that is, 48 days were lost by irregular attendance. Two years 
later the average number of days for each pupil had increased to 92. 

During 1885-86 of the teachers of the State 534 had attended a Ver- 
mont normal school, and 407 of this number were graduates from 
normal schools either in Vermont or in other States. The wages 
of teachers remained very nearly the same as they had been for a 
number of years before, though the school funds were increased by 
the income from the Huntington fund (amounting to $10,000) and 
from other sources. The income for school purposes, including taxes, 
was for the year 1885-86 $621,370.29. The total amount expended, 
though not including supervision (usually about $10,000 a year), was 
during the same year $588,137.67. Two years later the expenditures 
had increased more' than $50,000. 

The number of graded and high schools was each year increasing. 
In 1887-88 there were 47 of these schools, with an attendance in all 
grades of 14,647, of which number 2,367 were in the high schools. Of 
these pupils 145 were studying Greek, 688 Latin, and 146 French 
or German. The graduates from the high schools during the year 
named numbered 232, and of these 58 were intending to enter college. 
These schools were the best of the public schools of the State, and as 
a whole were constantly improving. But in this same year the enroll- 
ment in the common schools shows a falling off of nearly 3,000 pupils 
from the figures of the preceding year, and, moreover, was smaller 
than that reported for airy year during the preceding decade. 

A few years previous to this the question of introducing temperance 



44 HISTORY OF EDUCATION IN VERMONT. 

instruction into the schools had been agitated, and through the efforts 
of the Woman's Christian Temperance Union a law was enacted by 
the legislature, making the study of elementary physiology and 
hygiene, which should give special prominence to the known effects 
oi stimulants and narcotics upon the human system, a part of the 
common-school course of instruction. This was done in maintenance 
of the principle that the most important part of education is to form 
character by inculcating correct ideas of conduct and the formation of 
good habits. 

In 1S86 the legislature provided that text- books on the nature of 
alcoholic drinks and narcotics should be furnished at the expense of 
the State; and a committee was appointed by the governor to select 
the books and make the necessary regulations for their distribution. 
The law required that instruction on this subject should be given " to 
all pupils in all public schools of the State." 

As shown by the records of the secretary of state, between January 
1, 1887, and May 31, 1888, there were furnished to the town superin- 
tendents of Vermont 75,779 copies of such text-books upon temperance 
as the committee had selected at a cost to the State of $25,554.48. 

In 1886 an act had been passed by the legislature "appointing a 
committee of three to revise, redraft, and, so far as necessary, to draft 
a new educational bill, so as to increase the efficiency and improve the 
public schools of the State." The governor appointed as this com- 
mittee Judge Loveland Munson, President Ezra Brainerd, and Prof. 
S. W. Landon. The bill which they prepared was reported at the next 
biennial session and adopted by the legislature with little alteration. 

The legislature of 1888 made radical changes in the school laws of 
Vermont, the most important being the change from town to county 
superintendency, thus placing the State in harmony with the usage in 
nearly all the States of the American Union. The new system went 
into effect July 1, 1889, at which date the school year was to open, 
and though it at first met with more or less opposition from those who 
did not fully understand its beneficent provisions, it was at once popu- 
lar with the better class of teachers. Indeed, the most marked effect 
of the new law is seen in the changes wrought in the teaching force of 
the State. Where previously very few had taken any educational 
journal, to-day "it would be difficult to find any good teacher who is 
not either taking one or more educational papers or journals, or stud} T - 
ing some work on the science of teaching or some kindred work. 
They have come to the conclusion that if they would be successful 
teachers they must prepare for the work and keep abreast of the times, 
or fall out of the ranks." The law has demonstrated its ability to put 
new life and vigor into the school system — both school officers and all 
interested being found working together with a good degree of har- 
mony and an ambition to improve the condition of the schools. Its 



THE COMMON SCHOOLS. 45 

results, already apparent, may be summarized as follows: School 
affairs are now more thoroughly discussed; a spirit has been awakened 
in many towns favoring the repairing of school buildings and furnish- 
ing them with modern school appliances; regularity in attendance of 
pupils has improved; teachers have been more adequately paid for 
their services, and in return they have made better preparation for each 
day's work and have sought to improve themselves by educational 
papers, books, and helps with a zeal that is encouraging and commend- 
able. An impetus has also been given to the teaching of music, draw- 
ing, and phonics, and especially to the last named, to the study of 
which it was said that in the year preceding the last school report 
nearly all the teachers in one county had devoted much time. 

To hold a teacher's certificate means more than ever before. It is 
granted by the county examiner upon passing a public examination, 
and is of three grades, the third grade granting authority to teach for 
one year only. The examiners are also empowered to grant licenses 
or permits to keep or teach a particular school for one term. These 
are granted to applicants who attended the public examinations, and 
also to those who attended private examinations under section 56 of 
the school laws. There is said to be at present a scarcity of teachers 
by reason of the more stringent system of examination. Yet fortu- 
nately, in consequence of the greater demand and the better wages 
offered, a considerable number of first-class teachers who had tempo- 
rarily withdrawn from service have returned to active work. 

As an indication of the advance in wages over former reports, New- 
bury (which paid the highest wages in Orange County in 1889-90) paid 
an average per week of 117.61 for male teachers and of $8.81 for 
female teachers. 

The legislature of 1890 abolished the offices of county supervisor and 
county board of education, established by the school law of 1888, and 
restored the office of town superintendent. The provision of the law 
of 1888 reducing the school age to 18 years was repealed, and the 
school age is now, as formerly, from 5 to 20 years. 

The State superintendent and governor are required to appoint an 
examiner in each county, whose duty it is to hold examinations in the 
spring and autumn of each year and also conduct teachers' institutes. 
No teacher, except the principal of the highest department of a graded 
school, is allowed to teach without a certificate or permit. The other 
provisions of the school law of 1888 remain unchanged. 

Doubtless many improvements are still needed in order to make the 
system most efficient. Among other things should be better school- 
houses in many sections of the State, with more modern apparatus and 
other essential helps to the teacher. The district system, which still 
largely predominates, should be abolished, and the town system estab- 
lished in its stead. Probably the most difficult problem to be solved 



46 HISTOBY OF EDUCATION IN VERMONT. 

is the maintenance of suitable schools in the sparsely settled districts. 
This is already receiving the attention of the best friends of education 
in the State. 

The fortieth annual meeting of the State Teachers' Association was 
held in St. Albans in October, 1889. Many valuable papers were 
read and many earnest and able discussions upon educational topics 
took place. In the several towns throughout the State more than fifty 
teachers 5 associations had been formed during the year. 

Besides the teachers' institutes held in each county, many educational 
meetings had been held from time to time at different points. In some 
of the counties as many as four of these meetings were reported for 
the year. 

In the spring of 1890 a schoolmasters' club was formed at Burling- 
ton. Its object is "to increase interest and proficiency in the work 
of secondaiy schools and to bring the members of this club into closer 
relations of mutual helpfulness." 

SCHOOL STATISTICS. 

Summary of school statistics for the school year ending June SO, 1890. 

Number of school districts 2, 276 

Number of public schools '. . 2, 483 

Average number of school days per year . . 136 

Number of pupils between 5 and 18 years of age enrolled in the public 

schools 65, 608 

Average daily attendance . . . . . 45, 887 

Number of pupils attending private schools . . ' 2, 305 

Number of pupils attending parochial schools 3, 920 

Number of male teachers 528 

Number of female teachers : 3, 872 

Number of teachers who had attended a Vermont normal school 661 

Number of teachers, graduates of normal schools 446 

Average wages per week of male teachers $9. 60 

Average wages per week of female teachers $6. 10 

Number of schools having not more than 6 pupils 141 

Number of schools having more than 6 and not more than 12 pupils . . . 451 

Amount raised by town taxes for school purposes $167, 257. 32 

Amount raised by district taxes 456, 396. 09 

Amount received from land rents 14, 821. 25 

Amount received from all other sources. 74, 514. 11 

Total revenue for schools $712, 988. 77 

Amount paid for teachers' wages $525, 540. 89 

Amount paid for fuel 35, 976. 00 

Amount paid for repairs 35, 403. 80 

Amount paid for new buildings 37, 764. 92 

Amount paid for incidentals 45, 188. 28 

Amount paid for new furniture 10, 042. 91 



THE COMMON SCHOOLS. 47 

Appropriations to normal schools $9, 648. 00 

Expenses of office of State superintendent _ 3, 910. 82 

Expenses of county supervision 15, 299. 16 

Cost of temperance text-books 1, 944. 50 

Expenses of normal school examiners 67. 43 

To institutes, educational meetings, etc 1, 142. 27 

Total expenditures for the year. 721, 928. 98 

In 1890 there were 46 schools that reported statistics as graded 
schools. They had an enrollment of 15,644 pupils, or about one-quar- 
ter of all who had enrolled in the State, and were taught by 53 male 
teachers and 311 female teachers. In the high-school department (that 
is, the upper department of the graded schools) there were 2,432 pupils, 
of whom 122 were studying Greek, 737 Latin, and 209 French or Ger- 
man. From the same there were graduated 216 pupils, of whom 60 
intended to enter college. 

During the school year 1889-90 the average rate of district taxes 
for schools of 30 or more weeks was but 28.9 per cent of the "grand 
list" ; for schools kept but 24 weeks it was 33 per cent, and for schools 
in smaller localities the average rate for 24 weeks went as high as 49 
per cent. The average length of schools in the State was 27.2 weeks. 
Of the children of school age 23,655 attended schools of only 24 
weeks' duration, and 36,246 were in school during the year 30 and 
36 weeks; 5,000 to 6,000 more were in schools of 26 and 28 weeks' 
duration. 

The legislature of 1890 enacted that a State tax of 5 cents on each 
$100 of the grand list should be levied annually and the proceeds 
apportioned to the towns and cities according to the number of legal 
schools sustained during the preceding year. 

It is evident that some method should be devised to make the tax 
equal in all schools where legal studies are taught. 

The new school law provides that — 

When a district actually expends in any school year in the maintenance of a legal 
public school (for not more than 24 weeks), other than in the construction and repair 
of buildings, a sum greater than the amount of its school moneys for that year and 
one-third of its grand list, it shall receive from the town one-half of such excess, 
provided such expenditure be reasonable. 

In his report for 1890 the State superintendent recommends: 
"First, a State tax to equalize taxation among the towns; second, the 
town system to equalize taxation among the districts, and, third, a com- 
bination of several hundred of the smaller districts." Under the 
law then in force, whether district be compared with district, town 
with town, or county with county, the same inequality of taxation runs 
through the entire system; and yet the school system is a State sys- 
tem, and the State has supervision over it. 



48 HISTORY Ofc EDUCATION IN VERMONT. 

HISTORY OF THE VERMONT SCHOOL FUND. 

As early as the year 1825 the general assembly laid the foundation 
for this fund by granting to the several towns in the State, "for the 
benefit of common schools, the amount of the avails accrued and there- 
after to accrue to the State from the Vermont State Bank, and also 
the amount of State funds accruing from the 6 per cent on the net 
profits of the banks received and to be received, and the amount 
received and to be received from licenses to peddlers." It was provided 
that ,w said funds, with annually accruing interest, should be invested in 
approved bank stocks or other productive securities and should not be 
appropriated to the use of schools until the amount should increase to 
a sum whose annual interest should be adequate to defray the expenses 
of keeping a good, free, common school in each district in the State 
for the period of two months annually." 

The State treasurer was constituted a commissioner for the manage- 
ment of the funds, and from time to time as it accrued he invested the 
same until the year 1833, when by legislative enactment further loans 
were prohibited and he was directed to hold the same in the State 
treasury as it should accrue, keep an account of it, and annually 
charge the interest on the same to the State, which money, as the 
legislature happily phrased it, should "be considered as borrowed 
from the fund." The treasurer, moreover, was directed "to pay out 
of such fund to meet any appropriations which should be made." In 
other words, the State borrowed the school fund and appropriated it 
to meet its own miscellaneous expenses. 

In this condition the fund remained until the year 1845, when it had 
reached the sum of about $235,000. If it had been allowed to accrue 
until 1890 at compound interest, it would have reached a sum the 
interest of which would support a common school in each district in 
the State for two months annually; but the State was in debt to this 
fund to the amount of $224,000. An easy way to cancel this debt was 
to appropriate the fund to its payment. This was done by the general 
assembly of 1815. 

Besides this fund Vermont received, in 1836, on deposit, as has been 
already stated, $669,086.79 as its share of the surplus revenue divided 
and loaned to the several States by the National Government. The 
general assembly enacted that the money should be apportioned to the 
several towns in proportion to the population, as shown by the census 
of 1830. It required each town to elect trustees, who should invest 
and care for its share of the fund so received and make return of the 
whole or any portion of it to the State treasury whenever called for 
by the treasurer, upon the requisition of the United States, or when 
desired for the purpose of a new apportionment. The interest of the 
money thus loaned to the towns was to be used for the support and 



THE COMMON SCHOOLS. 49 

advancement of common schools, except only in such towns as had 
other funds sufficient to support schools for six months of each year. 
In such case the income might be devoted to some other purpose. In 
the event of the failure of any town to ,comply with the provisions of 
the law relative to the disposition of this fund, the State required it to 
forfeit to the treasurer of the county a sum not exceeding twice the 
amount of the interest upon its share of the fund. The towns still 
enjoy the benefits of this fund, subject to the same provisions. 

In thus tracing very briefly the history of common-school education 
in Vermont it will be seen that the State, in the interest it takes in the 
intelligent training of her youth and their preparation for future citi- 
zenship, compares not unfavorably with her sister States of New 
England. Though not blessed with so great wealth as many of the 
other States, the constant advance from those early beginnings of more 
than a century ago, and especially the rapid development in resources, 
methods, and appliances since the reawakening of the people in 1856, 
furnishes occasion for great gratitude for the work already accom- 
plished and gives a reasonable assurance of still better results in the 
future. 

3177 i 



Chapter II. 

SECONDARY EDUCATION. 

THE EARLY VERMONT ACADEMIES AND COUNTY GRAMMAR SCHOOLS. 

By Joseph A. DeBoee. 

It has been suggested by the historian Froude that a writer on past 
events performs his duty in a general way by placing before his read- 
ers the facts relating to the subject considered. This can not be done 
in regard to the early academies of Vermont. Indeed, not only have 
the facts in this case not been brought together in any one place, but 
all are not even obtainable, and what may still be saved from a rapidly 
settling oblivion can be had only through an expenditure of much 
energy, time, and means. In the gazetteers of Thompson and Hem- 
enway, and in individual town histories, of which few have been pub- 
lished, the stories of some, but not all secondary schools have been 
written; but the accounts are in general meager and, it must be feared, 
not infrequently erroneous. The Vermont histories of Dr. Samuel 
Williams and Ira Allen printed, respectively, in 1794 and 1798, and 
the descriptive letters of Dr. John Andrew Graham to the Duke of 
Montrose, published in 1797, are practically silent on this subject. 
The reports of State superintendents of education, coming as they did 
very late in the present century, devote but little space to the acade- 
mies of the State. They deal almost entirely with the elementary schools. 
Even the records of the secretaries of boards of trustees supply scant 
material for an account of much size. These latter throw, it is true, 
some light upon the subjects of disbursements and receipts, election of 
trustees and officers, wa}^s and means of raising money, rules and regu- 
lations; but so far as falls under observation, the teacher and the pupil 
have but little share in these records. In one instance, that of the 
Montpelier Academy, since 1813 continued as the Washington Count} 7 
Grammar School, we have records covering a period of over eighty 
years, but nowhere in them is mention made by name of a single prin- 
cipal or preceptor, excepting two or three who in after }^ears were 
transferred to the board of trustees. Newspapers, old Vermont reg- 
isters, catalogues, reports, programmes, manuscript relics, conversa- 
tions with surviving citizens of the earlier 3^ears, all these may be 
drawn upon for bits of varied information. In the absence of a system- 
50 



SECONDARY EDUCATION. 51 

atic protection of school records, this work will he found extremely 
difficult and tedious; for the labor of discovery must be increased by 
that of verification and construction, and when all is done, much of 
importance in relation to classes, number of graduates, modes of instruc- 
tion, and actual influence of teachers and officers will doubtless be 
omitted. 

Now, this apparent dearth of published material is the more remark- 
able because of the intense and early interest in education exhibited 
by Vermonters; also, because, considering its wealth and education, 
there have existed and perished in this State since 1780 a very large 
number of secondary schools. The absence, however, of a well-organ- 
ized State supervision during all these years, the very rapidly succeed- 
ing changes in preceptors, lack of interest and means, an early 
destruction of some schools, and a failure to appreciate records in 
others are doubtless satisfactory explanations of this fact. It likewise 
tends to the suspicion that these schools may possibly have been of 
slight public importance. The reverse of this latter position could be 
easily maintained by him who will take the trouble to read over the 
biographies given in the Vermont legislative directories, of officers 
under the Government and the State; the catalogue of graduates from 
the early academies there obtainable, would of itself prove the great 
worth to the State of these little, but highly honorable institutions, 
with their useful but many times pathetic history. A complete his- 
tory of education in Vermont, when written, will prove to be as 
remarkable as its military, political, and civil history; remarkable in 
its having been coexistent with the first settlement, in the fact of its 
having received State support from a people not at all sure at that 
time of the stability of their government; and remarkable in the devo- 
tion, self-sacrifice, and efforts of teachers, officers, and pupils who 
have constantly displayed those virtues which, as Ira Allen expressed 
it when referring to the object of their early education, made "good 
men rather than great scholars." 

The first academy, Clio Hall at Bennington, was incorporated Novem- 
ber 3, 1780. In order properly to understand the nature of the con- 
ditions under which after that date these secondary schools arose and 
operated, it will be necessary to grasp by a brief survey the training 
to which as a people Vermonters were subject from the settlement of 
Fort Dumner in 1724 up to their admission as a State in 1791. In 
that training, in their having long been a distinctively moral people, 
and in the conditions affecting increase and distribution of population 
lie the main facts that aid us in understanding both the history and 
existing condition of education in this State. 

Fort Dumner was a mere military, missionary trading station up to 
the close of the first French and Indian war, in 1719. It was main- 
tained, as it was established, by physical energy. There had not 



52 HISTORY OF EDUCATION IN VERMONT. 

grown in these regions, during those twenty-five years, any other 
fort or settlement, or if any settlements had been attempted 
during- that period they had no existence at its close. The second 
French and Indian war, 1749-1756, did this State the service of 
disclosing to the soldiers who marched across its lands their 
beauty, value, and fertility. * The first township grant had been 
made January 3, 17-19, by the New Hampshire governor, Benning 
Wentworth, but an organization under this grant was not made until 
March 31, 1762. After this date grants were obtained in large num- 
bers from the same source, and settlements were rapidly pushed, par- 
ticularly in the southern part of the State. But while the people were 
busying themselves with the making of farms, roads, and homes, and 
all things promised rapid growth in wealth and population, an unfor- 
tunate barrier was placed in their way by the State of New York. 
December 28, 1763, that State set up the claim of jurisdiction over all 
lands reaching eastward to the Connecticut River, basing said juris- 
diction upon a grant made in 1664 by Charles II to the Duke of 
York. The King and council confirmed this boundary July 20, 1764, 
and New York at once ordered the settlers to give up their charters 
and to repurchase their lands under grants from that State. About 
138 township grants were involved. The settlers were ready to admit 
the transference of jurisdiction, but denied to the King's order a retro- 
spective action upon titles already obtained. The writs of ejectment, 
duly stamped with the " birch seal," and returnable to the supreme 
court at Albany, were not recognized. The officers sent from Albany 
to serve them were returned in their stead. For ten years the people 
resisted, through a series of most energetic and interesting measures, 
the State of New York. It was the period of Ethan Allen, Seth War- 
ner, and the Green Mountain Boys. The local incidents of that time 
are well and truthfully described by D. P. Thompson in his novel by 
that name. Its story has become household property in Vermont, 
teaching our sons and daughters to love their firesides only less dearly 
than their countiy , and reminding them that in this school of strife 
their forefathers learned lessons of endurance, self-sacrifice, courage, 
independence, and economy. Others observe that there was sown in 
these former and subsequent years of adversity and conflict that deep- 
rooted opposition to centralization of power which in all things, but 
in none more than in educational matters, has always characterized 
the people of Vermont. The agrarian difficulties were in a degree 
checked by the advent of the Revolution, all the dangers, honors, and 
costs of which Vertnonters honorably shared. General Burgoyne 
wrote to Lord George Germaine at this time: 

The district of the New Hampshire grants, a wilderness little known in the last 
war, now abounds with the most active, rebellious, hardy race of men on the conti- 
nent, who hang, like a gathering storm, ready to burst on my left. 



SECONDARY EDUCATION. 53 

Ticonderoga, Lake Champlain, Hubbarton, and Bennington sustain 
this opinion. 

From Fort Dumner to the admission to Statehood, March 4, 1791, is 
sixty-seven years. During that time Vermonters laid the foundations 
of their subsequent civil history. During that period they made 
dwelling places in virgin forests, endured the hostility of the Indians, 
aided in prosecuting the two French and Indian wars, sustained for 
more than ten years the governmental hostility of New York, took part 
in the protracted struggles of the Revolution, appealed to Congress 
for an honorable admission; in short, from first to last labored and 
lived amid as many dangers to life and property and obstacles to 
peaceful growth as in this country have ever attended a rising State. 

This long-drawn experience, so dearly bought and held, produced a 
people of true and solid characteristics, earnest, manly, economical, 
independent, and true. To know the origin of a special people is 
essential to an understanding of the story of their education. It 
affected their views of the rights to school supervision within the dis- 
trict; it was responsible, doubtless, for the failure of the county gram- 
mar school as a public scheme. It probably impaired, in some degree, 
the future usefulness of their colleges; it largely explains the multi- 
plicity of academies over territories too thinly populated to properly 
support them, but, in exchange for all this, it put quality into char- 
acter, solidity into thought, and earnestness into life. The early 
Vermont men were identities, nor was identity lost in their training. 
Their originality remained intact; their progress was by individuals, 
not by classes. Their history gave them a character, and their char- 
acter so colored their early schools as to make them a special phase of 
New England life. No other schools have done or could have done 
the peculiar work of these early academies. 

The character of a people's schools is also in a measure determined 
by their interest in them, by their numbers, and their wealth. Ver- 
mont, when admitted in 1791, had, according to that year's census, a pop- 
ulation of 85,539, of whom, according to Dr. Samuel Williams, 22,328 
were males under 16. Mr., Edward Conant, a careful student, declares 
that the State at this time had 185 towns, of which 23 had each more 
than 1,000 inhabitants, and each of 100 had more than 300 inhabitants. 
The increase in population, according to the census of the United 
States, is shown from the following figures: 1791, 85,539; 1800, 154,465; 
1810, 217,895; 1820, 235,966; 1830, 280,652; 1840, 291,948; 1850, 
314,120. The population, in view of its distribution and the lack of 
easy transportation, was at no time sufficient to warrant the existence 
of numerous academies, or, if this does not follow, it was not able to 
maintain them at a high standard of interest and efficiency, taken as a 
whole. Many of the academies, halls, seminaries, grammar schools, 
or societies remained small; or if enlarged, as they often were, by 



54 HISTORY OF EDUCATION IN VERMONT. 

primary and intermediate departments, they lost in efficiency of organ- 
ization and direction, but at all times none the less retained that 
special and valuable characteristic of identity. Scholarship was orig- 
inal, if not profound. Boys grew into thinking men, if not great 
scholars. The schools did beyond the means of doing and do so now. 
It should also be noticed, with the aid of the historian, Dr. Williams, 
that town representation to the legislature of 1781 was limited to 63. 
In 1791 there were 126 towns represented, and in 1806, 187. By 1802 
11 counties had been incorporated, all of which tends to show a very 
rapid and solid growth of governmental power in the State. The 
actual wealth of the people during these early decades can hardly be 
predicated as an item of fact, but there are lists of ratable property 
mentioned as follows: 1781, £149,541 17s. 6d. ; 1791, £324,796 18s. 9d. ; 
1806, $2,738,532. As, however, the legislature by act established the 
value of capital articles — say an ox at £3 if 4 years old, a horse 1 year 
old at 20 shillings, 2 years old 40 shillings, etc. — the above list should 
probably be doubled for an approximate real valuation. In fact, the 
figures suggest the absence of preponderating wealth and a people 
dependent upon effort and a fruitful land. And this was so. Their 
woods were much in excess of their cleared lands; their roads weie 
poor; their chief conveyance the horse, later the coach; their homes 
were rude, but comfortable. Graham speaks, indeed, of Tichenor's 
polished mantelpieces in his homestead at Bennington, but assures us, 
and in a way as if the fact were strange, that that gentleman had 
declared to him that the work had mainly been wrought with his own 
hands. Tichenor afterwards became governor of Vermont. In gen- 
eral, there were few or no public buildings in the towns; if any, a 
schoolhouse or a church, taxes being levied for the support of both. 
Judge Munson, of the State supreme court, a graduate of Burr and 
Burton Seminary, suggests the whole picture when he writes of early 
Manchester. "Their tables boasted no luxuries save those supplied 
from their gardens, their streams, and their woods. But, on the 
other hand, say Carpenter and Arthur: 

Their government proceeds as gently and with as much benefit to the people as 
that of any State on the continent. The laws were few and simple and well admin- 
istered. Taxes were light and the salaries of State officers were on a more frugal 
scale than in any other public community in the world. 

Graham in his graphic correspondence gives the total State govern- 
ment expense from October 1, 1791, to October 1, 1792, as £3,219 9s. 
9d. , and Ira Allen finds that each person in that year ' ' paid only 6 
pence 3 farthings to government for protection to his person, liberty, 
and property." Now, in these facts again, in the absence of wealth, 
in the enforced economical habits of the people, in the apparent and 
actual failure to recognize a high order of intellectual service with 
proper pay, in an inability to create endowments for their secondary 



SECONDARY EDUCATION. 55 

schools, in the consequent failure to command the services of educa- 
tors for any length of time, herein also, as before in the distribution 
and loss of population, may be seen a reason for the disintegration 
of so many of these early schools. 

A further element of great weight in the rise, progress, and character 
of the early academies was the inspiration, aid, and direction which 
thej" received from religious bodies and the clergy of all denomina- 
tions. This especially commends itself to the student as a matter of 
importance because of the early cooperation afforded by the State and 
because of the mutual good understanding existing between the various 
denominations themselves. The people were persuaded that " the 
government had nothing to do with their particular and distinguishing 
tenets." They aimed at equality under the law in this respect, not 
merely toleration, and excluded by constitutional enactment any legal 
preeminence to any class. So fully established was this principle of 
religious liberty and so sincere was their recognition of the worth of 
solemn instruction that instance upon instance may be cited wherein 
towns, acting in their corporate capacity, laid and collected taxes for 
the erection of churches and for the support of their clergy. They 
elected also, at their meetings in March, "tithing men" to serve as 
orderlies about places of public worship and also other men to serve 
as choristers. Mr. Edward Conant, already quoted, states that prior to 
the close of 1791 "there were 46 organized Congregational churches, 35 
Baptist, 8 Episcopalian, and a few Quaker churches." Twenty years 
later the Congregationalists had more than 100 churches. The Baptists 
had doubled their sphere of operation, Presbyterians had taken ground, 
Methodists were rapidly increasing, and Universalists, Free Baptists, 
and Christians were in the State. These twenty years were character- 
ized by an unusual amount of religious and educational activity . Indeed, 
a student of the times would be impressed with the idea that this was a 
period of reaction. The people were now making progress in the arts 
of peace. The need and the desire of moral and intellectual improve- 
ment was felt, not by a few, but by all. Middlebury College and the 
University of Vermont, respectively incorporated in 1800 and 1791, had 
b} r 1812 together graduated 166 students. The legislature had incorpo- 
rated previous to this year 23 secondary schools and 3 medical socie- 
ties, while 15 newspapers were being published in the State. The 
aid to academies from religious bodies was threefold in character — 
actual subscription of funds for their support; direction, through the 
services of clergymen upon boards of trustees; instruction, through 
clergymen devoting time and energy to that pursuit. Religious 
societies and individuals identified therewith not alone created and 
maintained schools of their own, as did the Methodists at Poultney, the 
Baptists at Ludlow, the Episcopalians subsequently at Burlington, but 
they cordially extended to the public grammar schools an assistance 



56 HISTOKY OF EDUCATION IN VERMONT. 

the worth of which can not be overestimated. Prominent in all lists 
of academical incorporators stand the clergy. By almost common 
consent the resident clergymen were made trustees of county grammar 
schools. In Montpelier 26 out of 81 trustees who have thus far served 
the Washington County Grammar School have been clergymen. The 
moral support, the direction of intellectual activity, the maintenance 
of proper standards of education thus derived have been great factors 
in giving force to these early schools. 

But the sentiment of Vermonters in relation to schools, academies, 
and colleges should be recognized in this connection. How did they 
view this question ? What scheme of public education did they set up ? 
The answer is not uncertain. Prior to 1780 there was a limit, both 
of kind and quality, to education. The rule of three was the usual 
limit in mathematics; grammar was not then taught, and the same is 
still to an extent true ; and there was but little reading. Ira Allen sums 
up the situation in his published history of 1798 as follows: "The first 
settlers," meaning a date not earlier than 1765, "labored under great 
disadvantages in educating their children for want of proper schools, 
yet, nevertheless, care was taken to instruct them to read and write in 
the English language, and so much of arithmetic as to do any common 
business and keep small accounts. There is scarcely a man in the State 
who can not do this, or a female who can not read or write. These 
difficulties have in a great measure subsided, except in the new dis- 
tricts." This testimony, however, tends to show that arithmetic was 
thought to be more essential to a boy's education than a girl's, and Mr. 
Hollister in his history of Pawlet confirms this view. Now, if 
Ira Allen's statement be true, and it probably was, then it follows that 
the district school was being rapidly developed, and that a proper basis 
on which to organize academies and other schools of secondary instruc- 
tion was being formed. The State library possesses the original Green 
Mountain Boys' petitions, sent in 1767 to George III. These papers 
are subscribed to in the handwriting of the petitioners. The first pe- 
tition carries 180 names, but of these there is ground for holding that 
68 could not write, for these latter names, all in the same hand, are 
preceded by the statement, "The following is a list of the inhabitants 
of Pownall, who are all on the spot." 

Graham, who writes in detail more than Allen or Williams, con- 
cedes to Bennington "a small academy and several day schools." This 
academy was Clio Hall, the oldest and first chartered academy in the 
State. Manchester is reported "as having several day schools for 
educating children." Dorset has "three schools to a population of 
1,100." Rupert, population of 1,200, and Brattleboro "have schools 
for youth." These are, so far as I have found, the only references to 
schools made by Graham, who wrote toward the close of the century. 
The town court-houses and jails were good, but schools and churches 
were as yet deficient. But the State government had from the first 



SECOHDAKY EDUCATION. 57 

taken an active interest in the matter and a right view of its impor- 
tance. The Wentworth grants, all before 1765 and about 138 in num- 
ber, had set aside one site of about 310 acres for school purposes. 
The Vermont grants reserved a like right, but added a second for the 
use of county grammar schools. 

In October, 1782, the first general school law was passed, but the 
grammar school or county academy project was never carried out 
under this law. As a part of a system the district school, the county 
academy, and the State university had been suggested in the first con- 
stitution. Again, in 1875, in the second constitution the idea is 
repeated, but with this difference: "One or more grammar schools 
should be incorporated and properly supported in each count}^ in this 
State." From the elementary conditions, thus imperfectly described, 
it may be surmised that Vermonters, at the commencement of the 
nineteenth century, were prepared to push a good deal of substantial 
character over rather poorly prepared roads into grammar schools, 
academies, and seminaries, all of which were destined to be hampered 
by the want of means for their adequate support. The surprising 
fact is not that there were academies in those early years, but that 
they were so numerous; not that many have perished, but that so 
many have survived; not that their work in some cases was moderate 
and deficient, but that, in most cases, it was so thorough and far-reach- 
ing in its influence. 

Though Vermont made no absolute requirement of its people by the 
law of 1782, public opinion early recognized the directive power of 
the State. It took, however, many years for the establishment of the 
doctrine that the grand lists should be the basis upon which to pro- 
vide for the support of schools, and that in general the people were 
impressed with a sense of personal obligation to look after and provide 
for, in their own way, the education of their children. Secondary 
education, therefore, became very generally, though not always, a mat- 
ter of private concern. The statesmen of those times fully appreciated 
the reciprocal dependence of the secondary school upon the district school 
and the college. To them credit must be given for thus outlining a 
broad, liberal, and correct scheme of public education. But this design 
was but partially carried out, because of local conditions resulting from 
environment, and the mistake of delegating public secondary educa- 
tion to the county, a unit lacking political vitality. The academy or 
secondary school, accordingly, mainly owed its creation, maintenance, 
and progress to the labor, the patience, the self-sacrifice, and the indomi- 
table energy of the leading public men and philanthropists in the dif- 
ferent communities. A few such men, impressed with a sense of 
responsibility for the education of the children in their neighborhood, 
would gather together in a meeting, duly warned, and after much dis- 
cussion would pass a resolution to the effect that they were of opinion 
that an academy should be located in their town. This resolution was 



58 HISTORY OF EDUCATION IN VERMONT. 

of course followed by a second, looking toward the appointment of a 
committee on solicitation of subscriptions and the selection of such 
committee. This committee would accept, as suitable to the end in 
view, pledges of money, of material, or of labor. A second meeting, 
warned for the purpose of receiving this report, would direct the 
appointment of a further committee on building, and so, through com- 
mittees, by personal solicitations, by direct sacrifice of themselves, by 
their means and their abilities, aided by an anxious and willing people, 
there would finally arise a building humble in proportions, poorly 
equipped, but destined to do its allotted work in education. The pro- 
cess of creation was not dissimilar in the case of denominational schools. 
The next step, as a rule, was the appointment of a preceptor and the 
opening of the school. As soon as practicable an act of incorporation 
was secured and a corporation organized under its provisions. The 
lists of academical trustees are hard to obtain and would, in any event, 
prove but dry reading; yet among them there would be found the names 
of all those who from the earliest days of Vermont to the present time 
have attained to an honorable position in the walks of private and pub- 
lic life. The activity and interest of the trustees kept alive many an 
academy which would otherwise have soon perished from the lack of 
funds, from the constant changes in teachers, and from local causes. 
At the same time it was true that these academies, though thus organ- 
ized and though supported almost wholly by tuition fees, were, with the 
exceptions of purely church schools, practically public institutions. 
It happened, as in the case of the Randolph and Montpelier academies, 
that the public lands, granted to county schools by the State, proved 
too attractive to remain unappropriated. On application, there- 
fore, the legislature revoked their charters as academies and rechar- 
tered them as county grammar schools. In the case of the Chittenden 
County Grammar School, incorporated November 3, 1801, we have 
an interesting illustration of another matter. A building was first 
erected by private enterprise, and thereafter an act of incorpora- 
tion was secured. The trustees, not yet having opened their build- 
ing as a school, applied to the town of Waterbury, in which the 
school stood, for support. The refusal of the people to aid the 
project caused its immediate abandonment, and the building was 
moved across the street and converted into a hotel. Montpelier 
twelve years later secured the county school for this section, first 
known as the Jefferson County Grammar School, but afterwards and 
still known as the Washington County Grammar School. As mark- 
ing a high objective in public education, the county grammar school 
of Vermont will always be an interesting study ; but, even apart from 
this, they deserve notice for having done a vast amount of good work 
with little means, and because, in most cases, they were started as pri- 
vate academies and, with no exception so far as known, does any now 
exist save as a normal school or as the high school of a village graded 



SECONDARY EDUCATION. 59 

system. The Orange County Grammar School began as the Randolph 
Academy as far back as 1800, was made a grammar school in 1805, 
and in 1866 became a normal school by the action of its trustees. The 
so-called Gambrel-roof schoolhouse was established by the people of 
Castleton in 1786. In 1787 it was incorporated as the Rutland County 
Grammar School and so continued until its conversion into a normal 
school in 1867. This is the oldest chartered institution existing in the 
State. So, too, the Johnson Normal School, established February 26, 
1867, had in 1836 been incorporated as the Lamoille County Grammar 
School, but previous to that it had served the town of Johnson as an 
academy: On the other hand, it is to be observed that not only did 
the early academies, in some cases, lay the foundation for the normal 
school system of Vermont, but superintendents of education have at 
all times stood ready to acknowledge their service as the chief and 
almost only supply of teachers for the district schools. In this respect 
the "reciprocal dependence" has mainly worked to the advantage of 
the common schools. But more than this is due to these little acade- 
mies. They became in the evolution of the present State system the 
means of establishing with the least friction and with evidently favor- 
able consequences a reasonably good graded system of schools in many 
towns. An act looking toward this end was not passed until 1841, and 
it was not until 1811 that complete provision for the establishment of 
a graded system, including primary, intermediate, grammar school, 
and high school work, was made. As the effect of these acts the 
superintendent of education, Edward Conant, was enabled to report 
in 1876 that the following academies and county grammar schools had 
become associated with the graded systems of their respective towns: 
Barton Academy, Bradford Academy, Phillips Academy at Danville, 
Hardwick Academy, Lamoille Central Academy at Hyde Park, Black 
River Academy at Ludlow, Addison County Grammar School at Mid- 
dlebury, Washington County Grammar School at Montpelier, The 
People's Academy at Morrisville, Newport Academy, Northfield 
Academy, Franklin County Grammar School at St. Albans, St. Johns- 
bury Academy, and Swanton Academy. Like changes have been 
brought to pass at Burlington, Williston, Bellows Falls, Brandon, 
Woodstock, and elsewhere. 

Upon the basis of the limited and, it is feared, uncertain data at 
hand, the conclusion seems warranted that in proportion as the num- 
ber of persons on whom financial responsibility rested decreased (or 
rather in the degree of passage from a public to a strictly private 
origin of ways and means), in that degree the academies so founded 
and maintained prospered and grew. Pretty much all schools created 
by appeals to public support have been absorbed into the State system, 
or have wholly disappeared. Schools of a denominational character, 
like the Vermont Methodist Seminary, the Troy Conference Seminary, 
the Episcopal Institute, the Vermont Academy, the Lyndon Institute, 



60 HISTORY OF EDUCATION IN VERMONT. 

etc., have, though at times hard pressed for funds, performed an 
important work, and are to-day active, prosperous, and well attended. 
But the academy which, of all others, has constantly stood forth as the 
most progressive, most prosperous, best attended, and for college 
preparatory work, the most successful institution in the State, is the 
St. Johnsbury Academy. There are many reasons, perhaps, why this 
is so — a favoring location, a magnificent plant, very complete equip- 
ments, eminent instructors, and a careful selection of pupils; but all 
this in turn Was born of that which in other academies was wanting — 
well-directed, ample, unrestricted private munificence. February 26, 
1842, Jos. P. Fairbanks, esq., of St. Johnsbury, wrote to Prof. James 
K. Colby, the first preceptor of the academy: 

The design of this institution has been formed by my brothers and myself, and if 
carried out will be done principally at our expense. 

This fact, coupled with the peculiarly brilliant history of this acad- 
emy and the mention of Professor Colby's name, recalls the objections 
made at odd times to the multiplicity of academies and their work. 

At a meeting of the State Teachers' Association in 1858 there was 
introduced and referred to the executive committee of the association 
the following resolution: 

Resolved, That our academies would more effectually serve the cause of education 
by insisting that all persons admitted as scholars shall have made definite acquisi- 
tions, and by ascertaining the fact by actual examinations. 

Prof. J. K. Colby reported on the resolution at the meeting of 1859. 
His paper, printed in full on page 119 of the State superintendent's 
report for 1860, may be categorically summarized as follows: 

(1) The State of Vermont, it is believed, has, in proportion to its 
wealth and population, more and better patronized academies than any 
other State with a common school system. 

(2) Instead of the single grammar school originally contemplated, 
every village of size has its incorporated academy or its intermittent 
select school. 

(3) These academies, as a rule, admit pupils at all ages and weaken 
the efficiency of their work by trying to cover the whole range of 
under collegiate instruction. 

(1) It is a fact that the academies are not in harmony with other 
institutions, either above or below them; that they ill adjust themselves 
to the State system, and that they tend to render the common schools 
in their neighborhood less valuable to the people. 

(5) The attendance upon these academies is irregular and uncertain, 
rising in spring and fall and dropping again in winter, when large 
numbers of pupils return to the district school. 

(6) Not only do the academies divert force and power from the com- 
mon schools, but their own capacity for doing good work in the fun- 
damental branches is by no means large. In 1860 four-fifths of these 
academies relied wholly upon tuition for their support. 



SECONDARY EDUCATION. 61 

(7) The character, also, of their teaching force is lamentably impov- 
erished hj the fact that their government is for the greater part 
under the guidance of collegiates who aim at one of the learned pro- 
fessions, and whose attention to their labors as schoolmen therefore 
lacks in objective and zeal. 

Horace Eaton, Vermont's first state superintendent of schools, wrote 
in his report for 1849, page 19: 

We do not here mean to imply that we would have our academies and high 
schools abolished, but we would drive them away from the comparatively humble 
grounds which our common schools ought to occupy for the benefit of all, and have 
them plant foundations on a loftier eminence whence they may shed a brighter and 
broader light over the plains below. 

Mr. Eaton's successor, Supt. Chas. G. Burnham, on page 29 of the 
school report of 1851, gave utterance to similar views: 

The academy can never fulfill its design until the common school is improved. It 
can never take the place of the common school, and those parents who take their 
children from the district school and send them to the academy generally misjudge. 
The teachers of the academies have too many classes in the advance studies to attend 
to elementary teaching. 

November 18, 1856, an act creating a State board of education was 
approved. The first secretary of that board, Mr. J. S. Adams, of 
Burlington, one of the most successful educators the State ever had, 
a man who for eleven years labored to give the best guidance to public 
education and who wrote eleven of the thirty-one existing State reports 
upon education, also took up the cudgel in support of the common 
schools. On page 120, report of 1863, Mr. Adams expresses this 
opinion: 

The public schools when fully improved would drive many of the private schools 
and academies — indeed, all of an inferior character from existence. 

It will be interesting briefly to trace the references to secondary 
schools in the reports of Secretary Adams. In 1857, page 37, we find 
him lamenting u the constant change of teachers, very many of whom 
come from the academies ;" and on page 71 he takes pleasure in report- 
ing the establishment of u Union high schools at St. Johnsbury, Rut- 
land, Burlington, St. Albans, Williston, and Montpelier," under the 
act advancing the interest of the union and graded system. In the 
report of 1860, page vi, he writes: "Districts could be named where 
select schools have been discontinued, and the children of the rich and 
poor attend together the same school under teachers fully competent 
to teach and train them all." The report of 1860, page 119, gives this 
statement:' 

From the statistical summary it appears that there were. 69 academies in operation 
during at least some portion of the last year. It is difficult to believe that any neces- 
sity can exist for such a multitude of these higher institutions, and there is reason 
to fear that where so many academies do find even a precarious support it must be 
furnished at the expense of the institutions both above and below them. 



62 HISTORY OF EDUCATION IN VERMONT. 

As ul ready stated, Secretary Adams expressed the hope that an 
improvement of the public schools would result in the extinction of 
many of the private schools and the academies. Secretary Adams was 
not an enemy of the academy, as such, but strongly opposed the con- 
tinuance of a system of schools under which effective supervision could 
not be applied, which rendered the common schools inferior, which 
tended to keep down the ratio of attendance, and which, over all, 
served to dissipate and misapply both private and public funds, if not 
also the vast energies of large bodies of pupils and teachers. The 
objection to the academy was that "it had never been free." With 
equal cogency and force the argument was applied to the two colleges 
and one military school existing in the State, and on page 135, report 
of 1863, we find him saying: u And during all this time more Ver- 
monters have graduated from Dartmouth, Cambridge, Amherst, Wil- 
liams, Yale, and Union than from both these institutions together," 
referring to the Vermont University and Middlebury College. But 
these quotations, suggesting the academy as the supply of teachers for 
the common schools, crediting the academy as the source of instruction 
for the county, town, and State institutes, admitting large bodies of 
graduates from these academies as both entering and graduating from 
our best colleges, and practically admitting that the graded system of 
public schools, if at all prosperous, must get its start and maintenance 
in what these academies are and were — all these things may certainly 
be employed to mark the value of the early academies in the educa- 
tional work of the State. 

Passing over the reports of 1868-69, rendered by Secretary A. E. Ran- 
kin, and in which no mention is made of an academy, barring a few 
statistical summaries, we come to the report of 1870, prepared by Secre- 
tary J. H. French, up to date the fullest report in the series. On page 
158 Mr. French calls attention to the fact that statistics had not been 
returned by academic institutions, although the law required such 
returns from trustees on or before the 1st day of April in each year. 
It also appears that the secretary was unable to find a list of the educa- 
tional institutions in the State in the archives of his office, or the 
materials from which to prepare one. "In the month of September" 
(1870), he writes, "I issued a circular to town superintendents asking 
for the names of incorporated academies, principals, number of pupils 
and teachers employed last year " (1869-70). One hundred and eighty- 
five superintendents replied, and the opinion was expressed that, as 
the 56 towns not replying were small and located in sparsely settled 
sections of the State, every town having an academy had been heard 
from. The number of academies and their distribution by counties were 
as follows: Addison County, 3; Bennington County, 5; Caledonia 
County, 6; Chittenden County, 9; Essex County, 1; Franklin County, 
7; Grand Isle County, 2; Lamville County 3; Orange County, 7; 
Orleans County, 12; Rutland County, 4; Washington County, 6; 
Windham County, 7; Windsor County, 5; total, 77; reporting an 



SECONDAKY EDUCATION. 



63 



attendance of 3,428 pupils, But 42 academies of this number made no 
returns. The estimated attendance upon all is placed at 6,000. 

Since 1870 the superintendents of education have made biennial 
reports. In his report for 1872, page 266, Mr. French gives a list of 
56 academies, but no other important notice of the subject is taken. 
In his report for 1874 Mr. French says on page 285 : 

Of the 87 schools of these classes in operation in the State the past year, reports 
were received from but 26. 

It seems that the board of education had no official connection with 
these institutions and could not compel them to make returns. Sub- 
joined is given an epitomized statement of all interesting facts that 
bear upon this subject. The returns are evidently uncertain and 
incomplete; but, so far as they go, it would seem that a quarter of a 
century ago the academic attendance was about 50 per cent of the gen- 
eral enrollment, the number of pupils pursuing common -school and 
higher English branches about evenly divided, and the number of 
pupils actually in school with a view to entering college was about 8 
per cent of the total. This seems to demonstrate reasonably well the 
public rather than the private character of their work. 



Statistics of twenty-six academic 


institutions for 


year ending March 31, 1874- 




Name of institution. 


o 

1 

o . 

PI Pi 
"o 

O) 

03 • 
P 


v 
1 

o 
u 

a> 
x> 

a 




S o3 
O <0 
ft **» 

mB 
ft 


ft 


o 

a 

is 

<dB 

03 

> 

< 


f 

he 
PI w 

5 ° 

a£ 

o 
o 

Pi 


w 

% 

*! 

CJD^ 

Id 
PI 


'o 




o3 
ft 

ft 


Alburg Springs Academy 




2 
6 
4 
5 
6 
5 
4 
8 
3 
3 

12 
7 
3 
4 
4 
3 
5 
2 
4 

10 
3 
2 

11 
3 
7 
3 


54 

196 

47 

88 

215 

180 


29 
85 
25 
50 
125 
90 


35 
30 

'24 
22 
50 

130 


19 

150 

16 

66 

187 
50 




Barre Academy 


1849 
1870 
1869 


50 


Barton Academy and Graded School 

Beeman Academy, New Haven 


1 


Black River Academy, Ludlow 


12 


Bradford Academy and Union High School. 
Brattleboro Academy 


1820 


8 


Burr and Burton Seminary 


1829 
1839 
1869 
1863 
1848 
1852 
1867 
1870 
1870 
1867 
1853 


160 
126 

88 
173 

84 

48 

- 143 

268 

135 

111 

80 
282 
117 
119 

33 
262 
112 
300 
157 


98 

'"80" 

41 
25 
70 

165 
62 
52 
40 

110 
75 
75 
23 

131 
73 

163 
90 


24 
1 

80 
58 
39 
45 
62 
168 
55 
49 
34 
43 
96 
31 

""26" 

60 
250 

100 


136 

50' 

43 
3 

77 
50 
65 
40 
10 

159 
28 
45 
33 

240 
52 
28 
25 


26 


Derby Academy 


4 


Essex Classical Institute 


4 


Goddard Seminary 


13 


Green Mountain Perkins Academy 


10 


Londonderry Academy 




Lyndon Literary and Biblical Institute 

North Bennington Graded School 


14 


Northfield Graded School 


8 


Norwich Classical and English School 

Oak Grove Seminary, Pownal 


8 
1 


People's Academy and Graded School 


7 


Castleton Seminarv 


1787 
1867 


9 


Rutland Graded High School 


14 


St. Albans Academy 


4 


St. Johnsbury Academy 


1842 


18 


Springfield High School 


4 


Swanton Academy and Graded School 

Waterbury Graded School 


1862 
1871 


4 
3 






Total 




129 


3,578 


1,777 


1,506 


1,572 


234 









Of the 129 teachers in these 26 academies 48 were males and 81 
females, and 75 of them reported their intention to make teaching a 
profession. Thirty-six of these teachers had attended a college, and 
15 a normal school. It is also to be noticed that with few exceptions 



04 



HISTORY OF EDUCATION IN VERMONT. 



the principals of those institutions had had charge thereof for periods 
oi less than two years. The exceptions were the following prominent 
educators: J. S. Spaulding, LL. D., had at this time seen twenty-two 
years of service as principal of the Barre Academy; Judah Dana, A. M., 
seven and one-half years as principal of the Eutland High School; 
Capt. A. E. Leavenworth, six years as principal of the Beeman Acad- 
emy; Kev. R. G. Williams, five years principal of the Castleton Sem- 
inary. Of the 3,578 pupils enrolled 1,832 were males, 1,746 females, 
and 113 of these pupils were reported to be common-school teachers 
in attendance upon the academies. The subjects of study pursued 
during the preceding year are given on page 291 of the Educational 
Report for 1874. As a fair illustration the list of the People's Academy 
at Morrisville may be taken: "Common English, algebra, geometry, 
physiology, philosophy, physical geography, civil government, draw- 
ing, rhetoric, Latin, Greek, French, and music." 

German was taught at the Black River Academy, Rutland High 
School, and St. Johnsbury. At the Burr and Burton Seminary paint- 
ing and telegraphy were included in the course of studies, and at the 
Rutland Count}^ Grammar School Butler's Analogy and Paley 's Natural 
Theology. In all the better class of schools the lists included, also, 
surveying, astronomy, history, botany, English literature, and mental 
and moral science. 

Statistics of twenty-six academic institutions for the year ending March 31, 1874- 



Name of institution. 



6op 






Tuition per year. 



fi-S 

2 

oh 
O 



bo 

a 

cp co 
60 



33 

5 



CQ O 



ofl 



O X 



bCaJ 

^ 2 

CJrQ SO 



Alburg Springs Academy 

Barre Academy 

Barton Academy, etc 

Beeman Academy, New Haven 

Black River Academy, Ludlow 

Bradford Academy, etc 

Brattleboro Academy 

Burr and Burton Seminary 

Castleton Seminary 

Derby Academy 

Essex Classical Institute 

Goddard Seminary 

Green Mountain Perkins Academy. . 

Londonderry Academy 

Lyndon Literary and Biblical In- 
stitute 

Nortb Bennington Graded School . . 

Northfield Graded School 

Norwich Classical and English 
School 

Oak Grove Seminary 

Peoples Academy, etc 

Rutland High School , 

St. Albans Academy 

St. Johnsbury Academy 

Springfield High School , 

Swanton Academy, etc 

Waterbury Graded School 



Total. 



$11.00 
25.00 
9.00 
24.00 
17.00 
18.00 



$28. 00 
10. 50 
27.00 
20.40 
21.00 



$30. 00 
20.40 
24.00 



18.00 
10.00 
16.50 
18.00 
20.00 
16.50 



24.00 
16.00 
19.50 
21.00 
26.00 
19.50 



20. 00 
22.50 
24.00 
28.00 
21.00 



21.00 
9.00 
18.00 

18.00 
20.00 

15.00 

18.00 
20.00 
24.00 
15. 00 
15. 00 
12.00 



22. 50 
13.50 
21.00 

21.00 
28.00 
1.50 
each. 
21. 00 



24.00 
18.00 
24.00 

27.00 
28.00 

Extra. 

24.00 



Extra. 



18.00 



500 



6 

150 

1,106 



1,200 
300 
700 



525 
350 
175 



400 

1,500 

50 
500 



$295. 00 
1, 800. 00 
1,420.00 
1,785.20 
1, 200. 00 
1,112.00 
8, 000. 00 



$3,000.00 

23, 000. 00 

7, 000. 00 

2, 000. 00 

6, 000. 00 

2, 000. 00 

8, 000. 00 

15, 000. 00 

40, 000. 00 

15, 000. 00 

6, 500. 00 



1,370.00 



2, 500. 00 
1,870.00 
3, 300. 00 

1,400.00 



732. 75 

5,957.75 
330. 00 
7, 000. 00 
35.00 
2,250.00 
1, 700. 00 



2, 000. 00 
1,000.00 

25, 000. 00 

12, 000. 00 

3, 500. 00 

3, 000. 00 
3, 000. 00 

2, 500. 00 

8, 000. 00 
20, 000. 00 
100, 000. 00 



7,507 



44, 207. 00 



307, 500. 00 



SECONDARY EDUCATION. 65 

Of these twenty-six institutions, nine made no report in the matter of 
apparatus for illustrating the sciences, eight reported apparatus as being 
"fair," "very poor," or "barely tolerable." The apparatus of nine 
was said to be "good," as follows: Barre, Beeman, Black River, Burr 
and Burton, Essex, Goddard, Londonderry, Rutland, St. Johns bury. 
The following academies reported cabinets of specimens: Barre, geol- 
ogy, 1,000; Beeman, geology and zoology, 300; Black River, geology 
and mineralogy, 125; Bradford, geology, 200; Burr and Burton, geol- 
ogy and zoology, 1,000; Northfield, unclassified, 500; Rutland County 
Grammar School, geology, 2,000; St. Johnsbury, mineralogy, 300; 
Springfield, unclassified, 1,000. Other statistical matters of interest 
were reported, but all are of only relative value in the absence of com- 
pleteness and because of the evident estimated character of the 
returns. The total receipts, $44,207, were derived, from tuition fees 
$15,960, from all other sources $28,247. The annual income from 
State funds was small: Barton, $80; Bradford, $90; Burr and Bur- 
ton, $72; North Bennington, $332; Northfield, $400. It is clear that 
the report in this matter is very imperfect. The annual income from 
permanent funds was as follows: Beeman, $685.20; Bradford, $212; 
Burr and Burton, $1,500; Essex, $600; Perkins Academy, $700; Lyn- 
don, $150; Rutland County Grammar School, $300; St. Albans 
Academy, $250; total, $4,397.20. The libraries of these academies, so 
far as reported, were given a value of $4,810; the apparatus, $5,050; 
the cabinets, $1,600, and all other property, exclusive of grounds and 
buildings, $13,600; total, $25,060. 

The following institutions were reported to be in debt in 1874: Barre 
Academy, $2,000; Burr and Burton Seminary, $1,250; Derby Academy, 
$800; Goddard Seminary, $10,000; Lyndon Institute, $1,000; North 
Bennington Graded School, $1,000; Rutland County Grammar School, 
$8,000; total, $24,050. 

The reports of 1876, 1878, and 1880, made by Superintendent Edward 
Conant, "father of the Vermont normal schools," continue the statis- 
tical summaries instituted by Mr. French, but make no effort to renew 
the attempt of his predecessor in the matter of academic histories. To 
the incorporated academies of the State, past and present, and to the 
select schools, this tribute is paid on page 15, report of 1876: 

The cause of education owes much to both classes of schools. 

No special mention of academies other than in the statistical tables 
occurs in the four reports of Superintendent Justus Dartt or in the 
report of Superintendent Edwin Palmer for 1890. Mr. Dartt, how- 
ever, page 8, report of 1882, directs attention to the fact that 70 acad- 
emies had been reported as existing in the State in 1857; that since 
that period academies had given place to graded schools, a condition 
considered by him as a general improvement. 
3177 5 



66 



HISTORY OK EDUCATION IN VERMONT. 



It is not at all likely that complete and reasonably correct state- 
ments of the attendance upon the State academies, or even the number 
of academies existing- during- any given year in the State, will ever be 
sought for or ascertained. When public officials, by the direction of 
statutory provisions, have sought to obtain this information and failed, 
it can scarcely be expected that private enterprise will succeed. But 
it is perhaps worth while to bring together in condensed form such 
information upon these subjects as the existing reports furnish. Nor 
is it likely that these figures will overstate the actual facts if they 
were known. Some of the larger and more fruitful schools can sup- 
ply full and correct records, but these are more properly referred to 
special histories than to a general summary. 

The estimated attendance upon academies and select schools in the 
report of 1847 is placed at 3,000; in that of 1848 at 2,940 — that is 3 per 
cent of the estimated school population. This was probably an insuffi- 
cient conclusion, as in 1857 the same item is reported as 5,499 in 149 
select schools. In the report for 1860 mention is made of 491 select 
schools, with an attendance of 7,711 pupils. For the years 1860-1870 
the number of academies reported as existing in the State were, 
respectively, 69, 71, 84, 64, 66, 66, 60, 58, 58, 36, and 59. The attend- 
ance during these eleven years upon select schools (and no distinction 
is here clearly drawn between academies and select schools) is given as 
7,711, 7,785, 7,121, 7,400(2), 7,884, 7,294, 6,004, 9,264, 8,755, 7,034, 
and 6,640. No analysis or division of these figures can be safely made, 
although it may be said that of 77 academies reported by town super- 
intendents in 1870, 42 were said to have an enrollment of 3,428 pupils. 
The following items are from the State reports, and are brought 
together for what they are worth, being the total statistical informa- 
tion for those years. It was observed by Mr. Adams that in 1865, 
when Vermont reported 66 academies, and this number was doubtless 
too small, Massachusetts reported only 59 academies. 

In 1872 and 1894 the number of academies was reported as 56 and 
87, respectively. From this time on the superintendents confined 
their tabulations in the main to incorporated academies only. Graded- 
school systems were classified by themselves. The following partial 
summary may be of value: 



Year of report. 


Number of Number of 
academies.! teachers. 


Number of 
different 
scholars 

during the 
year. 


Greatest 

number of 

scholars 

in one 

term. 


Number 
studying 

Greek 
or Latin, 
or both. 


Number 
studying 
French or 
German, 
or both. 


Number of 
graduates 
this year. 


1884 


21 
25 
27 
27 


123 
111 

131 
119 


2,985 
2,575 
3,224 
2,920 




757 
527 
798 
669 


224 
189 
289 
250 


187 


1886 




186 


1H8S 


2, 228 
2,257 


210 


1890 


216 







The following table is transferred from the excellent school report 
of State Superintendent Edwin F. Palmer for 1890: 



SECONDARY EDUCATION. 



67 



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<g "3 Sec o a 

w£gg,3aag§« 



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► * 2 rt fir »i 3 

£■ o c os g-a u 2 >■ 






aqi in ssuitqoA jo jaqumjs[ 



loooooiooo 



3<°8 



•JLVZA 3q; Tit 

[ooqos jo S2[38av jo asquint 



OS tO Ol (O 00 C-l M CO lO I 

cococococococococot 



^OS(OOiOO> 



— ' -.- ■ 



•aSanoo o; SutoS asquint 



CMt^C<l ■ .COCO .CM 



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I Oft ■<# Cft COS .CM 



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t^Oh 'CM ■ • l> Cft 



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r-l i-H CM ^F CO r-l iH iH 



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68 HISTORY OF EDUCATION IN VERMONT. 

This very likely is an almost perfect list of all secondary schools 
other than such as have been merged into graded systems. Walton's 
State register for 1800 gives by actual count an academy, seminary, 
institute, or high school to 68 towns, and the number of " literary 
institutions" so credited is 71. Superintendent Palmer reports statis- 
tics for 46 graded schools, which number, added to the 27 academies, 
produces 73, the number of schools in which, on a somewhat higher 
scale and better system, the work of the old Vermont academies is 
to-day being done. This evolution of the graded system upon the 
foundations of the small academies is a matter for congratulation. 
The 16 kw graded schools" during 1890 employed 53 male and 300 
female teachers. In them 15,644 scholars, "or about one-quarter of 
all in the State," were educated. The high schools contained 2,432 
pupils, 122 studying Greek, 737 Latin, 209 French or German. There 
were 216 graduates, of whom 60 were reported as "going to college." 
Inasmuch as the academies are generally considered to be doing their 
work fairly well, it seems not unfair to draw the conclusion, when 
these figures are compared with the corresponding items for the 
academies, that the efforts of educators to make the academy of past 
years the means to a more useful end have been successful and that 
the resultant arrangement produces greater returns for the welfare of 
all the people. 

With few exceptions the academies of Vermont have been dependent 
upon tuition fees for support. The desirability of having an endow- 
ment for every school was recognized, and in some instances, notably 
in the case of church schools and academies which hand down the 
name of some prominent donor, efforts have been made with limited suc- 
cess to create one. The effect of land grants to county grammar schools 
upon education in certain towns has been very marked, notwith- 
standing the fact that these grants were, as the event demonstrated, 
inconsequential and entirely insufficient. Not only was it true that 
the townships granted by the government of New Hampshire did not 
set aside lands for this object, but the lands so sequestered under town- 
ship grants by Vermont were not infrequently located in sections of 
the State least calculated to make them valuable, and hence the income 
derived therefrom has been insignificant though useful. Superin- 
tendent Dartt, in his report for 1888, throws some light upon this 
subject. 

The reported number of acres in the State is 23,853, valued at 
$173,557, from which the rents amount to about $2,800. 

The following facts have been ascertained by counties: 

Addison County. — Lands located in Goshen, Granville, Hancock, and Starksboro. 
The income, about $90, paid to Middlebury Graded School. 

Bennington County. — No grammar school lands reported. 

Caledonia County.— Income from lands, about $439, paid to Peacham Academy. 

Essex County. — One thousand one hundred and forty-two acres in Brighton, Con- 
cord, East Haven, and Victory. The rents of those in Brighton, $40, go to Brighton 
Grammar School. 



SECONDARY EDUCATION. 69 

Franklin County. — Lands in Berkshire, Enosburg, and Franklin, rental $73, paid to 
Franklin County Grammar School at St. Albans. Lands in Fletcher, Montgomery, 
and Richford, rental $70, paid to graded school at Richford. 

Grand Isle County. — No lands reported. 

Lamoille County. — Two thousand eight hundred and eighteen acres, rental $262, 
divided between the Johnson Normal School and the Morrisville Academy. 

Orange County. — Income $533. This is divided between 7 schools, Randolph 
Normal, West Randolph Graded, Newbury, Thetford, Bradford, Corinth, and Chelsea 
academies. 

Orleans County. — Income $547. Craftsbury Academy receives the rent from lands 
in Craftsbury, Greensboro, and Irasburg. The land rents of Barton and Westmore 
are paid to Barton Academy and Graded School. Derby Academy receives the rents 
of lands in* Derby. All other lands in the county contribute their rentals to the 
schools where said land lies. 

Rutland County. — Income $135. Paid to Castleton Normal School. 

Washington County. — Income $357 from 2, 545 acres. Divided to Peacham Academy, 
Goddard Seminary, Northfield Graded School, and Washington County Grammar 
School, Montpelier. 

Windsor County. — Income $163 from 1,083 acres, paid to Royalton Academy. 

Windham County. — Londonderry has 479 acres; income $79, applied for common 
schools. 

There were also formed in the early }^ears of the century a variety of 
societies which tended to promote an interest in and afford stimulus to 
secondary education. At Cornwall, Addison County, as early as 1804 
or 1805, there existed a "Young Gentlemen's Society" having for its 
object the study of literature and the practice of debate. It was 
modeled after the Philomathesian Society of Middlebury College, and 
had among its founders and supporters ex-Governor William Slade, 
Frederick Ford, M. D., Hon. Ashley Samson, Rev. Reuben Post, and 
Levi Tilden, esq. This society collected together a well-selected 
library of several hundred volumes. Subsequently the "Lane Library 
Association " was organized in consequence of a legacy left by Gilbert 
C. Lane, of Cornwall, who died at the close of 1858. These two 
societies combined their libraries and afforded the town thereby a 
valuable source of improvement. 

A further interesting effort in behalf of advancing educational 
interests is that related by Mr. Thomas H. Palmer, of Pittsford. 
Mr. Palmer had been established in a' book-printing business in 
Philadelphia for some twenty-five years. In 1828 he bought a 
farm in Pittsford, and there lived until his death. He was the 
author of several important works, described on page 961 of the 
Hemenway Gazetteer, Vol. III. His interest and activity in school 
matters was very great. As one of "three town superintendents" he 
was struck, he says, "with the inefficiency of these institutions in 
laying a foundation for self-culture, the chief aim appearing to be the 
mere enunciation of "dead vocables," as Carlyle styles words, without 
ideas, mechanically taught, the whole little better than a mere gabble 
of sounds." In the autumn of 1829, in company with Mr. Joseph 
Hitchcock, Mr. Palmer canvassed the town with a view to procuring 
means for the establishment of "town and county lyceums," which 



iU HISTORY OF EDUCATION IN VERMONT. 

were to combine the discussion of scientific subjects with that of 
education. He obtained the necessary money with which to buy 
apparatus for the purpose of illustration, and was joined in the weekly 
lectures by W. Child, D. D., of Castleton, and Dr. A. Gr. Dana, of 
Brandon. Immediately thereafter like lyceums were instituted at 
Rutland, Castleton, and other places, proving- the popularity and value 
of the idea, Mr. Palmer went further. He caused a meeting to be 
held at Montpelier for the purpose of inquiring into the best means of 
introducing these lyceums into effective operation through every 
county in the State. The meeting appointed committees to introduce 
the subject into the several counties, that for Rutland being. Solomon 
Foote, then principal of Castleton Seminary, afterwards United States 
Senator, Amos Bliss, of Poultney, and Thomas H. Palmer. At Pitts- 
ford, soon after, this committee effected an organization with Judge 
Williams, of Rutland, as president, and considerable interest in public 
education was awakened. It is difficult to trace the effect of this kind 
of agitation in the several counties, although it is certain that to no 
question of school supplies did the trustees of academies give greater 
attention than to that of apparatus for their physical and chemical 
laboratories. At no time, perhaps, did the total value of such material 
reach a large sum; but, in view of their means and the then opportunities 
of purchasing such apparatus for school use, it is safe to affirm that the 
early academies gave as good objective instruction in the sciences as 
they do to-day. 

The preceding paragraphs suggest something of the personal self- 
sacrifice and exalted patriotism, of which abundant evidence exists, 
that manifested itself in connection with the projection, incorporation, 
maintenance, and operation of all these little academies. The constant 
objects of criticism, they have yet been the means of preparing thou- 
sands of the best sons of Vermont for business and for professional 
work and for entrance upon courses of study in all the best colleges 
of New England. And who shall say that if schools be adjudged 
worthy of praise, provided their sons and daughters attain to posi- 
tions of dignity, honor, and affluence and manifest in all their 
actions the effects of wholesome intellectual and moral culture — who 
shall say that the history of the last four generations of Vermonters 
in civil as well as military life does not entitle their educational insti- 
tutions, however organized and conducted, to words of distinction and 
commendation? When the Rev. Lyman Coleman in 1832 went to 
Burr Seminary at Manchester he found, as he declares, a community 
of farmers, unable to appreciate the requisites for a seminary. In 
pretty nearly his own language he declared: 

I found no windows in place, no doors hung, no boarding house furnished, no 
plastering finished, but I did find the opening of school advertised broadcast. I 
finished off a room as soon as possible for my own use. A meeting of the trustees 
was called, but there was no quorum. Judge Skinner came, stayed a while, and 
dropped out. Then Judge Clark showed up, and by and by he, too, dropped out. 
And so it went on. The people had too much business of their own to attend to 
another's. 



SECONDARY EDUCATION. 



71 



But Mr. Coleman was equal to the emergency. By threats of with- 
drawing he obtained action by the trustees. By solicitations and 
lectures in other towns he raised means. Returning one night from 
these tours and in the winter season he plowed his way through the 
unbroken snow to his school and managed to make his horse comfort- 
able, but when he endeavored" to strike a light with his tinder his 
efforts failed, and he was obliged to retire to a damp bed, cold and 
hungry, while sleep was impossible. And yet he said, "This was a 
trial rather of the heart than the body." This personal example of 
devotion to education can be many times multiplied in connection with 
our early schools. Trustees, teachers, and pupils have been inde- 
pendent, courageous, energetic, and, in general, successful. 

Capt. Henry B. Atherton, in his historical address on Ludlow Acad- 
emy, describes what was, in undoubtedly a great many cases, the way in 
which the buildings were secured: 

The brick were made on the south side of the river near Smithville. One who 
had more capacity to labor than money helped with his team to draw them as his 
subscription. Another furnished timber, another lime; one worked at the founda- 
tion, another upon the frame, and so on. Many hands made the burden light. 

We give herewith a list of as many of the academies, with dates of 
incorporation, as have been found. These are followed by a few his- 
torical sketches. The full records of the Washington County Grammar 
School are referred to not because of any special merit inherent in 
them, but as alone available to the writer and as fairly descriptive of 
all. The object has been salvage, not construction. 

The following is the list of academies, so far as can be ascertained, 
that are no longer existent. Neither has it been learned with refer- 
ence to these that any other secondary institution takes their place. 



Name. 



Location. 



Incorporated. 



Clio Hall 

Windsor County Grammar School 

Athens Grammar School 

Cavendish Academy 

Windham Hall 

Chittenden County Grammar School. . . 

Dorset Grammar School 

Dorset Academy 

Addison Literary Society 

Union Academy 

Chester Academy 

Arlington Academy 

Union Academy 

Poultney Female Academy 

Concord Academy 

St. Johns hury Female Academy 

Jericho Academy * 

Vermont Classical High School 

-The Female School Association 

Barre Academy 

Londonderry Academy 

Classical and English Boarding School. 

Ripley Vermont Boys' Home 

West River Academy 

Pawlet Academy 

Military School 

Academical Institute 

Alburg Springs Academy 

Holland Academy 



Bennington 

Norwich 

Athens 

Cavendish 

Newfane 

Waterbury 

Dorset 

do 

Addison 

Hubbardton . . . 

Chester 

Arlington 

Bennington 

Poultney 

Concord 

St. Johnsbury . . 

Jericho 

Castleton 

Middlebury 

Barre 

Londonderry . . 

Norwich 

Poultney..'. 

Londonderry . . 

Pawlet 

Rutland 

Franklin 

Alburg Springs 
Holland 



Nov 
Jan. 
Nov 
Oct. 
Oct. 
Nov 
Nov 
Oct. 
Nov 
Oct. 
Oct. 
Nov 
Oct. 
Nov 
Nov 
Nov 
Oct. 
Oct. 
Oct. 



. 3, 1780 
17, 1785 

. 3, 1791 
26, 1792 
30,1801 

. 3, 1801 

. 9, 1804 
26, 1807 

. 1, 1810 
26, 1812 
30, 1814 

. 29,1817 
30, 1817 

. 11, 1819 

. 5, 1823 

. 27, 1824 
28, 1828 
29, 1828 
22, 1828 

1849 

1852 

1867 



(2 HISTORY OF EDUCATION IN VERMONT. 

The following academies and grammar schools have, in the evolution 
of the State system of education, become normal schools: 



Name. 



Location. 



Gambrel-Roof School Castleton 

Rutland County Grammar School do. 

Castleton Normal School do 

Randolph Academy Randolph 

Randolph Grammar School do 

Randolph Normal School do 

Lamoille Academy. . . .». Johnson . . 

Lamoille County Grammar School do 

Johnson Normal School do 



Incorporated. 



17SG 
Oct. 15,1787 
Aug. 23,1867 



Nov. 8, 1805 
Feb. 26,1867 
Nov. 8, 1832 
Nov. 15,1836 
Dec. —,1866 



Remarks. 



A. E. Leavenworth, A. M., prin- 
cipal since August, 1881. 

Edward Conant, A. M., princi- 
pal, 1867-1874; also since 1884. 

A. N. Camphell, Ph. P., princi- 
pal since 1884. 



The following academies, grammar schools, etc., have, so far as 
ascertained, become identified with a graded system of schools in their 
respective towns. It is possible that others, classified as defunct, or 
given in the list of secondary schools, still existing as such, should 
also be classified with this group: 



Name. 



Addison County Grammar School. 

Franklin County Grammar School 
Montpelier Academy 

Brattleboro Academy 

Vermont Academy 

Brandon Academy 

West Rutland Academy 

Washington County Grammar 
School. 

Wallingford Academy 

Windsor Female Academy 

Vergennes Academy 

Hinesburg Academy 

Columbian Academy 

Enosburg Academy 

Hartford Academy . .- 

Phillips Academy 

Swanton Falls Academy 

Barton Academy 

Literary and Scientific Institute. . . 

People's Academy 

Newbury Seminary 

West Randolph Academy 

Northrield Institute 

Missisquoi Valley Academy 



Location. 



Middlebun 



St. Albans . 
Montpelier 



Brattleboro... 

Rutland 

Brandon 

West Rutland 
Montpelier . . . 



Wallingford 

Windsor 

Vergennes . . 
Hinesburg.. 
Windsor 



Enosburg 

Hartford 

Danville 

Swanton 

Barton 

Bristol 

Morrisville 

Newbury 

West Randolph. 

Northfield 

North Troy 



Incorporated. 



Nov. 8, 1797 

Nov. 4, 1799 
Nov. 7, 1800 

Nov. 4, 1801 
Oct. 29,1805 
Nov. 6,1806 
Nov. 1, 1810 
Nov. 18,1813 

Nov. 9, 1814 
Nov. 10,1814 
Oct. 24,1822 
Nov. 12,1824 
Nov. 15,1826 

Oct. 23,1839 
Oct. 29,1839 
Oct. 21,1840 

1862 

1870 



Remarks. 



Inception of Middlebury Col- 
lege. 

Washington Countv Grammar 
School, 1813. 



April 7, 1859. 

Rechartered Oct, 24, 1822. 

A private school, probably, like 
the Female Academy. 

Also Danville Academy. 



The following is the list of academies or secondary schools now oper- 
ating in the State of Vermont and disassociated from the public-school 
system as respects their control. They doubtless serve as high schools to 
the common schools of their respective towns, save when other provision 
is made for that purpose, as in Rutland, Burlington, and Montpelier. 
The schools not starred are known to exist as academies or other pri- 
vate schools, while those marked with an asterisk represent institutions 
credited to the several towns in the last edition of Walton's Vermont 
Register. 



SECONDARY EDUCATION. 



73 



Name. 


Location. 


Incorporated. 


Remarks. 


Caledonia County Grammar 

School. 
* Essex County Grammar School.. 


Peacham 

Guildhall 

Royalton 

Fairfield 


Oct. 27,1795 

Nov. 8, 1805 
Nov. 11,1807 
Nov. 4,1808 
Oct. 21,1811 
Oct. 29,1819 
Nov. 2, 1820 
Nov. 15,1826 

Oct. 28,1829 
Oct. 29,1829 
Oct. 22,1829 
Nov. —,1833 

Oct. 25,1834 
Oct. 23,1834 
Nov. 5,1838 

1839 

1842 

1848 

1851 
1852 
1853 
1857 
1863 
1867 
1869 

1869 


Also Peacham Academy. 








Shoreham 

Thetford 

Bradford 

Townshend 

Manchester 

Craftsbury 

Burlington 

Montpelier 

Poultney 












Leland and Gray , minary 

Burr and Burton Seminary 


Known first as Townshend 
Academyand Leland Classical 
and English School, and once 
Leland and Gray Seminary. 

First Burr Seminary. 






Vermont Methodist Seminary 

Troy Conference Academy 


The title "and Female College " 
was formerly added. 










Derby 

St. Johnsbury . . . 
South Wood- 
stock. 




St. Johnsbury Academy 

Green Mountain Perkins Acad- 
emy. 










* Oak Grove Seminary 

* Westfield Grammar School 


Pownal 

Westfield 

Barre 

Lyndon Center.. 
New Haven 

Essex Center 




Lyndon Institute 






Haven Academy." 


Brigham Academy 

Vermont Episcopal Institute 

Glenwood Classical Seminary 

Green Mountain Seminary 

Hardwick Academy 




Burlington 

WestBrattleboro 
Waterbury Cen- 
ter. 
Hardwick 


1858 
1860 

1871 














Saxtons River... 


1871 








School. 








* Charleston Academy 








Coventry 






* Green Mountain Academy 


Underhill Center 






Lamoille Central Academy 

* Morgan Academy 

* New Hampton Institute 
























* Underhill Institute 


Underhill Flats.. 






* Williston Academy 















According to this classification, which presumably is incorrect in 
parts, but which in general is as complete and will be found as 
instructive as other tables heretofore prepared, we have, admitting 
duplications, 103 secondary schools accounted for, as follows: Twenty- 
nine extinct, 6 merged into 3 normal schools, 21 into graded systems 
supported by the public, 18 supposed to be alive, 26 positively active 
and so reported by the State superintendent in 1890. 



EARLY ACADEMIES. 

Clio Hall (Bennington, November 3, 1780). — The act incorporating 
the first academy in Vermont is here cited in full as a matter of his- 
torical interest: 

Whereas a number of persons, for the laudable purpose of promoting literature, 
have entered into a voluntary association and subscription for erecting a seminary of 
learning in this State, to be kept for the time being at Bennington, but afterwards 



74 HISTORY OF EDUCATION IN VERMONT. 

at such place as the legislature shall direct, to be called and known by the name of 
Clio Hall, and have appointed a board of trust for the well managing its police and 

government; 

And whereas said beard of trust have petitioned this assembly that they and their 
successors in office may hareafter be known and acknowledged in law, to all intents 
and purposes, as a body politic and corporate, by the name of trustees of Clio Hall: 
Therefore, 

Be it enacted, and it is hereby enacted, by the representatives of the freemen of the State of 
Vermont, in general assembly met, and by the authority of the same, That Thomas Chit- 
tenden, esq., governor; Timothy Dwight, M. A.; the Rev. David Avery- Isaac 
Tichenor, esq.; the Hon. Moses Robinson, esq.; the Hon. Jonas Fay, esq.; Ezra 
Styles, jr., esq.; Stephen Row Bradley, esq.; the Rev. Mr. Daniel Collins; Col. 
Benjamin Simonds; Bela Turner, esq., and Thomas Porter, esq., constituted a board 
of trust for Clio Hall, be, and are hereby, for themselves and successors in office, 
created a body politic and corporate, to be known and acknowledged in law, to all 
intents and purposes, and called the trustees of Clio Hall. 

The people of Bennington obtained the distinction of this first 
charter by reason of their early interest in educational matters. Their 
township was granted and surveyed in 1749, their first permanent 
settlement was effected in 1761, and by 1765 the town had more than 
1,000 inhabitants, and a well-organized system of local government 
for their protection. One of their first acts consisted in a petition to 
the general court of New Hampshire for the raising of "a tax on all 
lands in Bennington, resident and nonresident, to build a meetinghouse, 
and schoolhouse, and mills, and for highways and bridges." Fifteen 
years later as representative a body of men as a young State ever 
brought together applied to the people for an act incorporating an 
academy. That this academy would draw for support on a limited 
territory and a small population did not concern them. They labored 
under the conviction that education — the higher and the more extended 
the better — was a necessity, and they acted upon the impulse, looking to 
tb? future for results. John Graham wrote in 1798 that Bennington 
possessed u a small academy and several day schools." A convenient 
building had been erected on the site subsequently controlled by the 
Center Meetinghouse. Here were taught, with frequent changes in 
the teaching force, languages and the higher branches of English 
education. The school is said to have been "sometimes prosperous, 
but does not appear to have been steadily and continually kept." In 
1803 the building was destroyed by fire, and, as an institution, entirely 
disappeared. 

MontpeUer Academy, {November 7, 1800). — No permanent settler 
located on Montpelier territory until May 3, 1787. Two years later 
Col. Jacob Davis, having made roads, cleared lands, and erected 
houses, mills, and barns, is found teaching in a log schoolhouse on 
the banks of the Onion near the Middlesex line. In 1791 the popula- 
tion of Montpelier was only 113. In 1800 it had reached 890. On 
the basis of this population the town projected its first academy. The 



SECONDARY EDUCATION. 75 

Hon. David Wing procured an act incorporating the trustees of the 
Montpelier Academy. The men so incorporated proceeded, with the 
aid of general subscriptions, to erect a two-story building, 44 by 36 
feet, near a place now known as the Academy Bridge, in the village 
of Montpelier. It is impossible to state anything very definite about 
this small academy. Its work was probably confined to a limited area. 
On November 18, 1813, the legislature passed an act incorporating the 
Washington County Grammar School, and this new organization took 
the place of the early academy. The change was doubtless made with 
a view to securing the rents from public lands and the prestige arising 
from being a county institution. The history of this institution is 
herewith submitted in somewhat full form, because it will illustrate 
very fairly the functions, powers, aims, and operations of this class of 
secondaiy schools. 

The act incorporating the Washington, then the Jefferson County 
Grammar School, cites as the basis of legislative action the following: 

Whereas several individuals, inhabitants in the town of Montpelier and its vicinity, 
have at a very considerable expense erected a building convenient for the accommo- 
dation of a grammar school, and have conveyed the lower story of the same in fee, 
and the use and occupancy of a large hall in the upper story for the purpose of exam- 
inations and exhibitions for the use and benefits of a county grammar school, and it 
appearing reasonable that a county grammar school should be established in said 
Jefferson County, and that the rents and profits of certain lands lying in said county 
should be appropriated for the benefit of the same: Therefore, etc. 

The incorporators under this act were as follows: Ezra Butler, 
John Peck, Charles Buckley, Chester Wright, Aaron Palmer, James 
Fisk, Abel Knapp, Nicholas Baylies, Nathan Robinson, Ananiah Chand- 
ler, Caleb Curtis, and Jonathan Kinne. Upon these men, under the 
act, the following powers were conferred: 

They are hereby constituted and appointed trustees of said county grammar school, 
and they and their successors are hereby declared to be a body corporate and politic 
in all intents and purposes. They have the full power to take by gift, grant, pur- 
chase, or devise, any estate, either real or personal, for the use of said grammar school, 
and to receive and appropriate all such donations as shall have been or shall hereaf- 
ter be made for the use of said grammar school, and, by themselves or attorney, to 
institute, maintain, and defend any suit or suits relating to the interest of said insti- 
tution; and may have a common seal and the same alter at pleasure; to appoint and 
elect, support and remove from time to time all such teachers, officers, and servants 
as they may find necessary; to make and establish all such rules, regulations, and 
by-laws as shall be found necessary for the orderly government of said schools, the 
said rules, regulations, and by-laws not to be repugnant to the laws of the State; 
and also may do any other thing that shall be found necessary for the welfare of the 
institution. 

The board of trustees was limited to fifteen members and was given 
power to designate their successors, by a ballot vote, at any meeting 
regularly warned. Real and personal estate to an amount of the yearly 
income, not exceeding $500, was rendered free and forever exempt 



76 HISTORY OF EDUCATION IN VERMONT. 

from all taxes, while the rents and profits of grammar-school lands in 
Jefferson County were appropriated for the use of the school. To this 
latter grant there was a two years' restriction in favor of the Caledonia 
Grammar School, touching certain lands leased by it within its original 
limits. In relation to these lands the auditor of the board, Mr. E. H. 
Prentiss, made a report July 23, 1857, the summations being 2,1:32 
acres, located in eight different towns, and producing an annual rental 
of $358.22. The act further specified Monday, December 6, 1813, as 
the time for the first meeting of the trustees. It also reserved to 
future legislatures the right to order by law a "dividend" of the pro- 
ceeds or avails of the grammar-school lands in the State, and ordered 
that in such "dividend" the Jefferson County Grammar School should 
share in equal proportions with other counties in the State. Thus 
carefully did these early legislators seek to place upon a sure footing 
a system of substantial public secondary education. The board organ- 
ized under this act December 6, 1813, but did not adopt a set of by-laws 
until June 6, 1814. The following articles are extracted as of value: 

Art. 2. The officers of this board shall consist of a president, clerk, agent, pru- 
dential committee of three members, and a treasurer. These officers shall be 
annually appointed by ballot at the annual meeting. 

Art. 6. It shall be the duty of the agent to take charge of all the real estate belong- 
ing to the institution and lease the same, under the direction of the board, superin- 
tend needed repairs of the public building or buildings, receive the rents and pay 
them over to the treasurer, and perform all other duties for the interest of this board 
not required of other officers by the laws of this State or by the by-laws of said 
board. 

Art. 7. It shall be the duty of the prudential committee to manage the prudential 
concerns of the institution, to contract with instructors agreeably to the direction of 
the board, to examine and decide on the qualifications of such as may apply for 
admission into the school when requested by the preceptor, to inspect the school and 
see that the laws of the same are faithfully executed and duly observed, to attend 
all public examinations, to sit in judgment with the preceptor in cases wherein they 
may be authorized to do so by the laws of the school, and to draw orders on the 
treasurer for the payment of such sums as they shall appropriate pursuant to the 
direction of the board. 

The first officers appointed under this arrangement were Charles 
Bulkeley, president; Rev. Chester Wright, clerk; Nicholas Baylies, 
agent; Rev. Chester Wright, treasurer; John Peck, Aaron Palmer, 
and Nicholas Baylies, committee. 

The following by-laws, believed to be representative of their kind, 
were adopted July 20, 1817, for the use of the school. I reduce them: 

(1) Every scholar admitted into the school shall be 10 years of age, excepting 
that for the study of the Latin and Greek languages scholars under that age may be 
admitted; and every scholar admitted shall be able to read and write decently; shall 
sustain a good moral character, and shall produce from the treasurer a receipt for one 
quarter's tuition. [No pupil was admitted for a shorter term than half a quarter. 
The admission age was in the same year changed from 10 to 9.] 



SECONDARY EDUCATION. 77 

(2) Every member of the school shall attend punctually during the hours of study, 
shall be subject to the preceptor as regards conduct, both in school and elsewhere, 
shall treat him and all other persons with becoming respect, shall avoid gaming, 
idleness, tavern hunting, late hours abroad, profanity, intemperance, Sabbath break- 
ing, every species of immorality and indecency, shall attend public worship on the 
Sabbath, shall exhibit a pattern of industry, sobriety, regularity, and good manners; 
and for any violation of this rule shall be subject to reproof, public confession, pri- 
vate or public admonition, restriction, or expulsion, according to the nature or 
aggravation of the offence. [In the matter of expulsion, the prudential committee 
and the preceptor by a majority vote reached final action. Refusal on the part of a 
knowing pupil to give testimony in any matter subjected him or her to the highest 
penalties of the school.] 

(3) All damages done to the building in which the school is kept shall by the 
preceptor be assessed on him or them by whom such damages are done, and shall be 
paid within four weeks, under penalty of dismission from the school. 

(4) The school shall be opened in the morning and closed at evening by prayer in 
connection with the reading of a portion of the Holy Scriptures. 

(5) Instruction shall be afforded in reading, writing, English grammar, arith- 
metic, geography, Latin and Greek, geometry, trigonometry, surveying, navigation, 
composition, elocution, and history. From March 20 to September 20 the school 
shall open at 9 a. m. and close at 12, and again at 2 p. m. and close at 5. During the 
other half of the year the afternoon session shall begin at 1 p. m. and close at 4. 

(6) On every Wednesday afternoon the males shall be exercised in speaking and 
the females in reading, and at these times the attendance of visitors shall be admitted 
and encouraged. Every member of the school shall be required to exhibit an exer- 
cise in composition once a week [afterwards two weeks], and every declamation 
shall before being pronounced in school be submitted to the inspection of the pre- 
ceptor. [The requirements of this rule after a little were made entirely subject to 
the judgement of the preceptor.] 

(7) There shall be two vacations of 4 weeks each, following the Monday preced- 
ing the second Thursday in April and October, making each quarter to consist of 11 
weeks. [Subsequently changed to one, two, one and four weeks, the latter falling 
in July and August. The total length of school year to-day is 36 weeks, a loss of 
eight, as compared with 1817.] 

(8) On the week preceding each vacation there shall be a public examination, 
attended by the prudential committee, and visited by all persons so disposed. Every 
pupil shall be examined in the several branches by him or her pursued during the 
term. [Public examinations were by vote changed so as to fall after the second and 
fourth quarters. Their use has not yet disappeared, but the manner of conducting 
them is wholly in the hands of the principal. The examination was directly made 
by the prudential committee certainly as late as 1875.] 

(9) The price of tuition for scholars living within this county shall be $1.50 per 
quarter; for those without, $2. [In the case of sickness or death the board agreed to 
refund any tuition the use of which had not been enjoyed. In 1820 the tuition rose 
to $2 per quarter and was further modified in after years.] 

(10) No boarding scholars shall board and lodge at any house disapproved by the 
preceptor or prudential committee. 

(11) [January 11, 1820.] Every member shall be furnished with a Bible to be used 
in the school only in a serious manner connected with religious exercises, and all other 
books used in the school shall be recommended by the prudential committee, together 
with the preceptor, and such scholars as neglect to furnish themselves with neces- 
sary books after due opportunity is given shall be dismissed. 



78 HISTOBY OF EDUCATION IN VERMONT. 

Under such an act of authority and with such a form of organization, 
in view of the foregoing ideas of education and conduct, it may be pre- 
sumed that most secondary schools were operated. An}^ variations 
were comparatively slight and relatively unimportant. As descriptive 
of the questions in which the trustees were most concerned, it will per- 
haps be advisable to summarize chronologically their leading actions 
or votes: 

April, 1815. — To purchase that right in the academy which belongs to Joseph 
Palmer. To repair the academy for the reception of the county school. 

December 4, 1815. — To instruct the agent to appear in and defend to final judgment 
an action in the Orange County court against a holder of lands for the use of which 
the board claims rent. 

July 20, 1817. — To engage a preceptor for one year "at such wages" as may be 
agreed upon to be paid out of tuitions and rents that may hereafter accrue. 

May 7, 1822. — To appoint. Rev. Chester Wright for the purpose of soliciting sub- 
scriptions for the building of an academy. [The old building had been destroyed 
by fire.] 

May 14, 1823. — To erect an academy on the old site, and out of brick. Factum. 

August, 1826.— -To furnish the upper story of the new academy, erect a cupola for 
a bell, and build a suitable fence or inclosure. 

August 5, 1828. — To admit scholars under 9 years of age to the female department 
for the present year. [Arrangement continued.] 

August 5, 1829. — To publish an address of the preceptor, a statement of facts by 
the board, and to raise, by solicitation among the wealthy inhabitants of the county, 
money for the purchase of chemical and physical apparatus. 

October 13, 1829. — To issue honorary certificates upon the basis of examinations in 
the following studies: Orthography, reading, writing, composition, geography, gram- 
mar, arithmetic, rhetoric, Vermont history, United States history, general history, 
logic, moral philosophy, evidences of Christianity, natural philosophy, astronomy, 
chemistry, drawing, geometry, algebra, surveying, mensuration of superficies and 
solids, lineal drawing. 

August 10, 1831. — To appoint a special agent to solicit subscriptions to the amount of 
$400 for apparatus, and, if that sum be realized, to authorize a loan of $375 to be 
similarly applied. 

July 25, 1833. — To devote $100 to the further purchase of philosophical apparatus. 

July 29, 1839. — To establish tuition fees as follows: Three dollars for orthography, 
reading, arithmetic, English grammar, geography, and composition; $5 for the 
languages and mathematics, except arithmetic and Latin; $4 for all other studies. 

July 29, 1839. — To publish, in connection with the by-laws of the board, a catalogue 
of the academy. [This is the first catalogue named.] 

August 22, 1844. — To amend the by-laws of the school. Notable changes were the 
following: (1) The minimum age limit of admission placed at 10. (2) "Rudiments 
of- education" required as a means of admission. (3) Teachers to work six hours 
per day. (4) Examinations in writing and oral at end of each term, four in all. 
(5) Introduction of marking system, with public announcements of results. (6) If 
pupils attend to the number of fifty, a catalogue to be published, with courses of 
study, if adopted. (7) Introduction of prizes in the form of books to the value of $15. 

July 27, 1850. — Tuition in French, $4 per quarter; to employ a native French 
teacher; to engage a female assistant; to advertise in the Green Mountain Freeman. 

May 10, 1853. — To elect as trustee the Rev. William Lord, a very able and influen- 
tial thinker and preacher. [Dr. Lord reopened the discussion of a new building — a 
discussion of great import as events proved.] 



SECONDARY EDUCATION. 79 

August 1, 1854. — To redivide the school year into three terms instead of four. [This 
division was made but is not recorded. ] 

July 11, 1856. — To appoint Messrs. Lord, Merrill, and Walton a committee to devise 
a system of graded schools in connection with the Washington County Grammar 
School. 

July 13, 1857. — To accept the report of the committee, advising an "arrangement 
or plan of union of action between the Washington County Grammar School and the 
Montpelier Union District." 

Note. — This agreement or coalition on the part of the districts and grammar school 
corporation was signed April 7, 1859. Under it the board of trustees practically 
passed over the proceeds and avails of all their property, agreed to furnish an aca- 
demical education to the pupils of the village, but retained their corporate capacities 
"to the fullest extent." The resultant was one school, graded and high school, 
under the direction of one committee, three of whom are selected by the trustees, 
four by their respective school districts, and one by the union district at large. This 
latter is chairman of the board. The board of trustees hereafter did little more than 
keep up a show of existence. 

April 4, 1859. — To dispose of the academy building and grounds. 

June 30, 1859. — To apply on the library a legacy left by C. J. Keith. [The amount 
is not stated.] 

January 1, 1862. — To execute to James R. Langdon the deed of this date presented 
to the trustees by their committee; to deed to the town of Montpelier the remainder 
of the land of the corporation for $300; to sell and cause to be removed the old 
academy building. [This latter was sold June 26, 1862, for $550.] 

June 26, 1862. — To appropriate not more than $200 for the purchase of library 
books, including the Enclyclopsedia Britannica and Index. [This is the first 
recorded vote of such a purchase. ] 

There are no other records of special interest or importance. For 
the last thirty- years the grammar school has practically been supported 
by the village of Montpelier through means and in ways directed by 
the prudential committee already mentioned. In this way the small 
academy of 1800, the little county institution of 1813, has finally 
become a public high school, although it retains the hereditary impulses 
and characteristics of its past history, and has really never lost its cor- 
porate powers. Among its eminent and most valuable trustees, of 
whom there have been eighty-one in all, were the Rev. Chester Wright, 
who served as clerk, president, treasurer, and committee, over a period 
of 23 years; Nicholas Baylies, esq., for 9 years the agent of the board; 
Ananiah Chandler, for 19 years an active member; the Rev. Jonathan 
Kinney, and the Hon. Samuel Prentiss, who respectively served 13 
and 17 years. Then there were Gen. E. P. Walton, 31 years; the Hon. 
Joseph Reed, 24 years; the Hon. Joseph Howes, 12 years; the Hon. 
John Spalding, who served from 1832 to 1864, and was for twenty-one 
years the treasurer of the board; Henry Nutt, esq., served from 1843 
to 1891, a period of 48 years. Other distinguished trustees were Col. 
E. P. Jewett, Hon. Isaac F. Redfield, D. P. Thompson, the novelist; 
the Rev. William Lord, the Rev. Eli Ballou, Hon. E. P. Walton, jr., 
M. C; the Rev. F. W. Shelton, Hon. Chas. W. Willard, M. C; John 
A. Page, State treasurer; John. C. Emery, esq.; Gen. P. P. Pitkin, 



80 HISTORY OF EDUCATION IN VERMONT. 

Judge T. P. Redticld. The present president of the board, the Hon. 
Charles Dewey, has served since 1864, and its present secretary, the 
lion. Fred. E, Smith, since L873. 

it is now wholly impossible to learn anything as to the number of 
pupils educated by this institution during its entire period of existence. 
It was very large. At one time certainly this school was the only 
secondary institution of importance in this county. It is also difficult 
to give the duration of the service of the different principals and pre- 
ceptors. The list as reported in the history of Montpelier b}^ Thomp- 
son is as follows: James Whorter; James Dean, afterwards professor 
of mathematics, University of Vermont; Joseph Sill; Benton Pixley, 
afterward clergyman and Indian missionary; Ira Hill; Thomas Heald; 
Justus W. French, afterward clergyman in Vermont, New York, and 
New Jersey; Seneca White; Heman Rood; John Stevens; Jonathan C. 
Southmayd, for twelve years principal and under whom the school 
attained a high reputation in the State; J. B. Eastman; Augustus A. 
Wood, afterward clergyman in New York; Aaron G. Pease, afterward 
clerg3 T man in Vermont; Calvin Pease, afterward president of Univer- 
sity of Vermont and Presbyterian clergyman at Rochester, N. Y. ; J. H. 
Morse; M. Colburn; George N. Clark, afterward professor in Univer- 
sity of Vermont and secretary of the American Board of Foreign Mis- 
sions; Davis Strong; Horace Her rick; J. E. Goodrich; Charles Kent, 
and C. R. Ballard. Others were temporarily employed, including the 
Hon. Joshua Y. Vail in the earlier years and Robert Hale in the later. 
During the interim between the destruction of the first academy 
building and the erection of the second a Mr. Sherard kept a classical 
school. This completes the list of instructors up to the period of the 
coalition with the village system, a combination prompted by a bequest 
of $1,000 by Hezekiah H. Reed and admitted under general statutes 
and acts passed in 1858-59. From this time on a course of studies was 
adopted embracing all things necessary, from "a" primary, through 
a graded school up to a preparation for the college and university. 
The following principals have since served: M. M. Marsh, 1859-1861; 
Daniel D. Gorham, 1862-1871, to whom the successful projection of 
the new system is largely to be credited; C. W. Westgate, 1872-1874; 
J. E. Miller, 1875-1877; A. W. Blair, 1878-79; W. W. Prescott, 1880; 
H. R. Brackett, 1881-1883; B. F. Brown, 1881-85; Joseph A. De Boce, 
1886-1889; Xenophon Wheeler, 1890-91; S. D. Blanpied, 1892. 

In 1889 the school building underwent enlargement and repairs at 
a cost of about $20,000, and in 1891 this work was completed and 
placed in use. Montpelier now possesses one of the largest, best 
ventilated, most convenient school edifices in the State. In it twelve 
teachers, of whom two are men, give instruction to over 130 pupils 
each year. It has a well-selected library of over 3,000 volumes, and 
a well-equipped physical and chemical laboratory. 



SECONDARY EDUCATION. 81 

It is impossible to give statistical records of all these schools, but it 
may truthfully be said that to Washington County and the State of 
Vermont this school at Montpelier has been of great and lasting service. 
Their graduates have found entrance and standing not alone in the col- 
leges and universities of the Eastern States, but, what is more worthy 
of record, in all the varied callings and professions of life. 

Butt and Burton Seminary (Manchester, Vt.. October %8, 1829). — 
This seminary is located on the line of the Bennington and Rutland 
Railway, 30 miles south of Rutland and 56 miles northeast from Troy, 
N. Y. It had its origin in a bequest of Joseph Burr, esq. , a merchant 
of Manchester, Vt., who left an estate "amounting to considerably 
more than $100,000." By his will the bulk of this was bequeathed to 
different benevolent institutions and for charitable uses. Among these 
bequests was one of $10,000 to certain trustees, "to be applied in edu- 
cating, in the village of Manchester, poor and pious youth having in 
view a preparation for the Christian ministry." This bequest had two 
conditions affixed: The establishment within five years from his 
decease, which occurred in April, 1828, of a corporation, and the rais- 
ing of an equal amount of money with which to erect suitable build- 
ings. In 1829 the act of incorporation was procured from the 
legislature of Vermont for an institution to be denominated "The 
Burr Seminary." December 16, 1829, the trustees held their first 
meeting. During the following year the needed money was secured. 
In March, 1831, the board decided "to go ahead and buy and build." 
Accordingly a "lot of Ephraim Munson" was purchased and a "suit- 
able building," constructed of stone, was erected, which, with its fur- 
niture and apparatus, having been appraised at $11,383, the bequest of 
Mr. Burr was paid over to the trustees. This $10,000 has been pre- 
served as an endowment, and its proceeds have been regularly applied, 
so far as was possible, to the end for which Mr. Burr designed his 
bequest. 

On the 25th of July, 1832, the Rev. Lyman Coleman, who had been 
pastor of the Congregational Church in Belchertown, Mass., and for- 
merly a tutor in Yale College, was elected principal. He, finding the 
school in no condition to receive pupils, entered upon a series of visi- 
tations to the churches of other towns. By the persuasiveness of his 
addresses he succeeded in interesting others in the character and object 
of the seminary, and was able, with the steadfast cooperation of the 
trustees, to open the institution May 15, 1833, with "a large number 
of worthy and promising young men from abroad, most of whom 
had the Christian ministry in view." The actual number was 114 men. 
The first catalogue gives 146 names, and this attendance, it is said, 
' ' was more than sustained during the years immediately following. " 
During these early terms of the school it contained more young men 
for whose special benefit it was designed than at any other time in its 
3177 6 



82 HISTORY OF EDUCATION IN VERMONT. 

history. This is attributed in degree to the serious religious revivals 
of that period, through whose influence young men were turned from 
secular pursuits to the preparatory studies of the ministry. Very 
many of these young men were self-dependent, a fact recognized by 
the trustees, who appointed a special committee to look up work for 
such students in the neighborhood. The opening exercises consisted 
in a discourse by the Rev. Alexander Proudfit, D. D., president of 
the board, and an address by Principal Coleman. Joined with the 
latter on the first board of instruction were John Aiken, associate 
principal, and Hiram Buckley. The control of the school, however, 
was retained by the board, which passed the following rules and 
orders: That nonbeneficiaries should be charged a tuition fee of $12 
per annum for common English branches, and $4 additional ''for the 
languages;" that board should be supplied at a cost "not exceeding 
$1.25 per week;" that students be advised "to dispense with tea and 
coffee," and adopt "for the most part a vegetable diet;" that "the 
bell be rung at sunrise during the summer months, at which time the 
students will be expected to rise." The 4-dollar languages undoubt- 
edly refer to Greek and Latin. 

Mr. Aiken retired in January, 1834, and was succeeded by Mr. John 
N. Worcester, previously a tutor in Dartmouth College. Mr. Wor- 
cester took the assistant's place in the classical department, while Mr. 
James Tuffts, a graduate of the school, became an instructor in the 
English department. All these gentlemen largely contributed to the 
early and great success of the seminary. At this period the school 
possessed a house for the principal, some 25 acres of land, an income 
from $10,000, and a debt of about $4,500. Of this debt $2,500 was 
paid by subscription in 1841 and the balance expunged by a portion of 
the Josiah Burton legacy in 1854, but a new debt was created by the 
repairs made in 1863-64. Up to about the year 1851 the approach to 
the seminary was by a footpath. In this year a wood walk was con- 
structed, but entrance was still by a private lane, which in 1854 became 
public. In 1858 this walk was made of marble, of which large quan- 
tities are found near by. Identified with the opening of the seminary 
was the interesting experiment of a manual-labor department. It was 
soon found to be more expensive than profitable and abandoned, but 
in its work of moral and mental culture the school was early a success. 
Its graduates gave evidence of skillful, careful instruction and guid- 
ance by the high rank which large numbers of them took and main- 
tained in the various colleges to which they went, Harvard, Yale, 
Williams, Dartmouth, Middlebury, University of Vermont, Amherst, 
and elsewhere. 

In 1837 Mr. Coleman resigned his office to accept a like position at 
Andover, Mass. Mr. S. Stoddard was elected in his place, but declined 
to serve, although for a few terms he performed the duties of classical 



SECONDARY EDUCATION. 83 

teacher and then withdrew to accept a professorship in Middlebury 
College. The next principal was the Rev. J. D. Wickham, 1 D. D., 
under whom the seminary enjoyed a calm and highly useful season of 
prosperity. To his historical address, delivered at the reunion of 
1871, this article is greatly indebted. Meantime, an English depart- 
ment had been established in 1835 under a formal vote of the board 
and placed under the efficient charge of Mr. William A. Burnham, and 
during a portion of this same period the Rev. Samuel J. M. Merwin 
was employed as a teacher of languages and elocution. Principal 
Wickham was followed in 1854 by the Rev. Joseph Steele, of Castle- 
ton, Vt., who was in turn, after two years, succeeded by his predeces- 
sor, who had been, with much solicitation, prevailed upon to resume the 
principalship. In the spring of 1860 Mr. William A. Burnham died. 
He was a teacher of great force,, ability, and influence, and was greatly 
beloved by his pupils and by all the people. In 1862 the Rev. J. D. 
Wickham, after twenty-three years of service, resigned. Mr. Burn- 
ham's connection with the school covered a period of twenty -five 3^ears. 
To these two men the seminary was greatly indebted for its character 
and reputation. During their term of office two important steps had 
been taken. The early problem had been how to push students 
through preparatory studies at the least possible expense. The 
manual-training experiment had failed. After a time, also, material 
with which to carry out the original design of the school was lacking. 
Hence the classical department proved insufficient and it was found 
necessary to open an English department. Step by step came ampli- 
fication and extension of the course of studies to meet the wants of 
those who required not a special but a general education. The resi- 
dent attendance increased and this only operated to decrease the num- 
ber from abroad. The design changed gradually but surely from that 
of a special school for young men seriously and religiously inclined 
to that of an academy for general education. This was due largely 
to local influence. Citizens of Manchester wanted like privileges for 
their daughters. At first, in 1849, 16 young ladies were allowed 
admission to certain classes. These ladies all came from the town of 
Manchester. The arrangement gave satisfaction, and so, in July of 
the same year, the prudential committee was given power "to estab- 
lish a ladies' and juvenile department, provided it can be done without 
any infringement on the Burr fund." 

The condition here laid down was entirely met by the bequest of 
Mr. Josiah Burton, who died in April, 1853. Mr. Burton had set 

x Dr. Wickham a short time before his death, and at the age of nearly 94, kindly 
prepared at my request an excellent sketch of Burr and .Burton Seminary. As the 
present paper, however, is somewhat more extended, I have thought best to insert 
this in its stead, though making valuable additions to it from Dr. Wickham' s sketch. — 
G. G. B. 



84 BISTORT OF EDUCATION IN VERMONT. 

aside a larger fund for a female seminary, providing it should be 
established within four years from his decease. The trustees became 
the possessors oi this fund, some $12,400, and, having applied $3,400 
of this to free the school from debt, devoted the balance to "female 
education." By act o( legislature and in view o( this bequest the 
title of the school was changed in L860 to "Burr and Burton Semi- 
nary/' 1 In 1S71 Dr, Wickham summed tip the financial history of the 
institution as follows: 

[ncluding the legacies of Mr. Burr and Mr. Burton and the donations of other 
residents of Manchester, the amount given in this town appears to have been $33,776. 
Adding the contributions from nonresidents, amounting to $3,384, and we have the 
total sum given to the institution, $37,610. For this we have to show, as the present 
property of the corporation, between 20 and 30 acres of land with the buildings upon 
it and their appurtenances, and a permanent fund of $15,000, Avith an indebtedness 
of about $2,500. 

Then there existed at this time (1871) two legacies of $10,000 each, 
contingent, one in two and the other in five years from the death of 
two nieces of Joseph Burr. Margaret Burr died in 1862, bequeathing 
a permanent fund of $10,000; Mary Burr died in 1865, bequeathing 
$10,000 for general purposes. In September, 1884, the treasurer of 
the seminary received, on account of these legacies, $21,600, of which 
about $10,000 was at once available, and of this sum about $5,000 was 
used to clear off existing indebtedness. 

The retirement of Principal Wickham in 1862 was followed by a 
temporary cessation of the school. Not only was there need of repairs, 
alterations, and additional buildings, but causes everywhere operating 
at this period had greatly affected the attendance. About $5,000 was 
expended. The school reopened with the spring term of 1861 under 
the direction of William F. Bascom, esq., and Mr. Solon Albee. The 
former retired in 1865 and afterwards became a professor in Harvard 
College; the latter conducted the classical department for a few terms 
and in 1866 accepted a professorship in Middlebury College. The 
next eight principals of the school were, in order, the Rev. F. M. 
Olmstead, 1865-66; the Rev. Roswell Harris, jr., 1867; the Rev. 
L. A. Austin, 1868-1871; Mr. H. H. Shaw, 1872-1878; Rev. James 
Fletcher, 1878-1881; Mr. Simonds, 1881-82; Rev. M. L. Severance, 
1882-1888; A. C. Ferrin, A. B., 1888—. In a note to Mr. Ferrin, under 
date of February, 1892, he says: "It is impossible for me to give you 
a tabulated account of the attendance and graduates, as no complete 
records were kept. The attendance has fluctuated much, rising from 

l Afl the bodies of these two friends were buried side by side, a common monument 
over the graves of both with suitable inscription lias been erected to their memory, 
and is one of the conspicuous ornaments of the Delwood Cemetery. But "The Burr 
Seminary," the name of the marble structure less than a mile distant for the accom- 
modation of the school, will stand a not less fitting memorial of the friends of edu- 
cation whose names are associated in that of the institution. — -J. D. W. 



SECONDARY EDUCATION. 85 

50 to 100; since I bave been here it baa been from 60 to 90. The 
graduates have averaged about 7 a year. I think." Credit is due Mr. 
Ferrin for assistance in preparing this sketch. 

The original benefactions to tins institution provided " for the educa- 
tion of deserving young men of limited means who are preparing for 
the ministry." This object is not yet lost sighl of, for all young men 
who have the gospel ministry in view enjoy tuition and room in the 
seminary building free of cost, while all bills to clergymen's children 
are discounted 15 percent. But the annual catalogue to-day discloses 
these as the present objects of the school: Thorough training for both 
sexes in the classics and English branches; ample preparation for ad- 
mission to any New England college; preparation for the duty of citi- 
zenship, and *"to provide a well-appointed Christian home." Instruc- 
tion is given by a corps of 6 teachers — 3 gentlemen and 3 ladies — all 
chosen with reference to fitness for their work. Six courses of study 
are outlined — the classical, Latin-English, modern language, higher 
English, preparatory, and music. Attention is given, though the 
school is nonsectarian, to religious training. Pupils are required to 
attend two services on the Sabbath, while daily devotions and a weekh^ 
prayer meeting are maintained. The seminary possesses also a gym- 
nasium, b} r no means elaborate but sufficient with the opportunities 
for outdoor exercises to promote the interests of physical culture. 
Two literary societies, under the direction of the teachers and supple- 
menting the regular work of the school, are maintained. All the 
pupils are expected to become members of one or the other of these 
societies. The library, in the report for 1890, was said to contain 400 
volumes, while a reading room, supplied with the best magazines, 
newspapers, and reviews, is open for daily use. A tax of 25 cents a 
term is levied for its support. By vote of the trustees there was 
established in 1890, as a permanent feature of the school, the seminary 
lecture course, in which "persons of well-known abilitj r " address the 
students. The sciences are taught objectively and experimental ly, 
suitable appliances existing for that purpose. At the close of each 
term the pupils are examined as to progress and proficiency, both 
orally and through written exercises, while once each year assistance 
in this work is given b}^ an examining board appointed by the trustees. 
The board of trustees in 1891 numbered 14 members, headed by the 
Hon. E. B. Burton, A. M., as president. One of its members. Hon. 
Loveland Munson, A. M., is the historian of Manchester and a mem- 
ber of the supreme court of Vermont. The 1891 catalogue gives the 
names of 95 students, divided as follows: Postgraduate, 1; seniors. !>; 
juniors, 8; subjuniors, 14; first year, 31 ; preparatory, 13; unclassified, 
19. The building, a large stone structure with handsome front and 
extensive grounds, overlooks the 4 village of Manchester, with Equinox 
Mountains on the west and the Green Mountain range on the east. It 



50 HISTORY OF EDUCATION IN VERMONT. 

accommodates about 50 students, and this is apparently sufficient, as 
of the 95 pupils registered last year 50 gave Manchester as their resi- 
dence. 

Both the seminary building and the principal's house are heated by 
steam and furnished with every appliance for convenience and comfort. 

Black River Academy (Ludlow, October 23, 183Jj). — About the year 
1833 the Baptist denomination proceeded to take measures looking 
toward the establishment of a secondary school in Windsor County. 
The towns of Cavendish and Ludlow, having a population of about 1,500 
and 1,250 respectively, were appealed to for aid. The town of Ludlow 
agreed to erect a proper building, and secured thereby an institution of 
great importance to Windsor County and the State. The Windham 
County residents thereupon determined to locate a like institution at 
Townshend. The former school was given the title of Black River 
Academy, the latter that of Leland Classical and English School. 
May 20, 1834, there met at the hotel of John Howe, esq. , in the town 
of Ludlow, a body of gentlemen who voted first to establish an acad- 
emy at Ludlow, and next to give power to a committee, composed of 
Horace Fletcher, esq., R. Washburn, esq., Hon. Jabez Proctor, and 
J. Lawrence, esq. , to secure proper legislation. This was obtained in 
the form of a charter October 23, 1834. The following incorpora- 
tors are named: Daniel Packer, Baptist pastor at Mount Holly; Joseph 
M. Graves, Baptist pastor at Ludlow: Jabez Proctor, a leading mer- 
chant of Proctorsville, and father of Senator Proctor, of Vermont; 
Moses Pollard, of Plymouth; Judge Reuben Washburn, Rev. C. W. 
Hodges, Rev. Joseph Freeman, Rev. Jacob S. McCollom, Congrega- 
tional pastor at Ludlow; John F. Colton, esq. , Horace Fletcher, law} r er 
and afterwards Baptist pastor at Townshend; Jonathan Laurence, esq., 
Stephen Cummings, esq. , Dr. A. G. Taylor, Dr. Nathaniel Tolles, and 
Augustus Haven, a merchant. Organization was effected December 31, 
1834. This meeting also adopted the plan of soliciting funds through 
subcommittees, the funds to be applied in the purchase of astronomical, 
chemical, and philosophical apparatus. Efficient work on this plan 
resulted in the possession within a year of an excellent equipment by 
the academy. Special mention is made of an "elegantly mounted 
refractory telescope," costing $300, and an "excellent piano." At 
this meeting, December 31, 1834, Mrs. Rebecca Angell was elected 
principal of the "female department," at a salary of $200 per year. 

The board decided, on the 23d of January, 1835, to open the acadenry 
on "Monday, March 9," following. Tuition was established as fol- 
lows: Common English studies, $3 per quarter; higher English and 
ancient languages, $3.50; modern language, $4. Mr. Zebulon Jones 
was placed in charge for the spring term, 1835. The closing terms of 
the first school year were presided over by N. N. Wood, A. B. The 
attendance this year numbered 180 pupils — 95 boys, 85 girls — and 



SECONDARY EDUCATION. 87 

of these 137 pursued the English branches and 43 the languages, 
probably the ancient classics. Of the latter, 35 were boys who doubt- 
less contemplated a preparation for college. 

After the close of the spring term in 1836 the trustees decided to 
adopt the plan of placing the financial responsibility upon the princi- 
pal. Mr. Wood, having refused this offer, was succeeded by the 
Rev. D. N. Ranney, who was followed one year later by the Rev. 
W. D. Upham, and he in turn was succeeded, until December, 1840, 
by Mr. Franklin Everett, subsequently a resident of Michigan. The 
academy had now been in operation nearly six years, a matter of some 
twenty-three terms of 11 weeks each, and had already had four princi- 
pals, but notwithstanding this fact the institution was in a prosperous 
condition. Identified with the school during much of this period and 
up to 1841 was Mr. James H. Barrett, as assistant principal. Mr. 
Barrett's service, being continuous and well applied, was of great 
value to the institution. He afterwards went to Ohio, and was made 
a Commissioner of Pensions by President Lincoln, of whom he wrote 
a well-composed biography. The fifth principal was R. W. Clark, 
A. B. (Dartmouth). Mr. Clark acted for a period of four years, 
lacking one term. He afterwards read law with Gov. P. T. Wash- 
burne and Hon. D. Bradley, and located in the practice of his profes- 
sion at Brattleboro. 

The great and often irreparable misfortune of destruction by fire 
befell Ludlow Academy on the night before the opening of the fall 
term of 1844. Such a calamity doubtless completed the annihilation 
of Clio Hall in 1803. It temporarily closed the grammar school in 
Rutland County in 1800. It well-nigh ruined the Montpelier Acadenry . 
It was the contingency by which the future of many an early academy 
was constantly threatened. In the case of Ludlow Academy the result 
was its transference to the upper half of a brick meetinghouse, erected 
by Elihu Ives in 1819. In this place it remained until August 27, 1889. 
It then entered a new and magnificent building, dedicated on that day. 

Principal Clark did not complete the school year of 1845, the spring 
term of that year being taught by C. H. Chapman, esq. 

The sixth principal was W. B. Bunnell, A. M. (1845-46), assisted 
by his wife. He also for a time served in like capacity in the Town- 
shend Academy and subsequently moved to Illinois, where he died. 
From 1847 to 1852 the academy enjoyed a. period of prosperity under 
the able, persistent, and popular guidance of Claudius B. Smith, A. M. , 
a graduate of Middlebury College. He was assisted by C. Knowlton 
in the classical department and by Miss S. P. Wilder, preceptress, 
who married Hon. James W. Patterson, ex-United States Senator 
and now superintendent of schools for New Hampshire. During 1848 
Austin Adams, A. B., was the assistant, as was Hiram Hitchcock, 
A. M., of New York, in 1849-1851. All these were men of ability 



50 HISTORY OF EDUCATION IN VERMONT. 

and made for themselves distinguished records. Mr. Smith, after 
leaving the Black River Academy, acted as principal of the Leland 
Seminary for seven years and then took charge of Brandon Academy 
until 1864:. During 1861 and 1862 he served as chaplain of the 
Second Vermont Volunteers, and since 1861 has been employed in the 
Treasury Department at AVashington. Austin Adams graduated from 
Dartmouth College in 1818. He taught at Ludlow and Randolph, Vt., 
a few years. Entering upon the practice of law, he was eminently 
successful, becoming, in 1885, a judge of the supreme court of Iowa, 
to which State he had moved. Hiram Hitchcock entered business. 
His health failing, he was forced to travel, and gave much attention to 
archaeology. He is a trustee of Dartmouth College, the Metropolitan 
Museum of Art, the Lenox School for Boys (New York City), and of 
the Black River (Vermont) Academy. Mr. Hitchcock is also a mem- 
ber of the British Society of Archaeology, the New York Academy of 
Sciences, and the American Geographical Society. Besides this he 
gives attention to the duties of a directorship in various banks and 
railways. Mr. Hitchcock married Miss Mary Maynard, a student of 
the Black River Academy in 1818-1850. She was a lady of great 
power, personal magnetism, and culture, and shared the studies of her 
husband. Their common work in the interests of education, truth, and 
science has the merit of an unobtrusive activity and the virtue of well- 
directed application. A magnificent hospital building, adjunct to the 
Dartmouth Medical College, at Hanover, N. H., is her memorial. 
Under the guidance of such men Black River Academy prospered. 
In the year 1852 George W. Gardner, D. D., accepted the principal- 
ship. He remained one year, assisted by Mr. J. J. Ladd, A. B. Mr. 
Gardner eventually became the president of the Central University of 
Iowa, retiring therefrom in 1881 by reason of poor health. During 
the school year 1853-51 the Rev. Mark A. Cummings was the prin- 
cipal. He was followed by Moses Burbank, A. M., afterwards the 
editor of the Black River Gazette, published at Ludlow. Mr. Bur- 
bank taught until 1860, devoting six years of able, painstaking service 
to the school. He died at Ludlow, March 11, 1867. Mr. Burbank's 
successor was the Rev. Arthur Little, D. D., now of Dorchester, Mass. 
Mr. Little was a graduate of the Kimball Union Academy, Meriden, 
N. H., and of Dartmouth College, class of 1860. He taught at the 
Lyndon Academy in the fall of 1860, Thetford Academy in the follow- 
ing winter, and Black River Academy in the spring, summer, and 
winter of 1861. Mr. Little afterwards studied theology at the Andover 
and Princeton seminaries, and has earned a wide reputation as a 
preacher and theological writer. More recent principals have been 
the following: Milton C. Hyde, A. M., 1862-1870, whose place for one 
year was taken by Capt. L. E. Sherman and W. B. Stickney, esq.; 
*S. A. Giffin, A. B., 1870-1871; Herbert Tilden, A. M., 1875^; G. G. 



SECONDARY EDUCATION. 89 

Farwell, A. B., 1876-1883; John Pickard, A. B., 1883-84; Henry H. 
Kendall, A. B., 1885; George Sherman, A. M. 

Capt. Henry B. Allerton, from whose historical address, delivered 
in 1885, the above facts are largely gathered, gives a long list of 
names representing the academy's graduates who served in the civil 
war. Among these are found that of Gen. George E. Bryant, of 
Madison, Wis.; Col. Henry M. Pollard, member of Congress from 
Missouri; Col. Redfield Proctor, class of 1846, ex-governor and pres- 
ent United States Senator from Vermont; Rufus Freeman Andrews 
(1816), surveyor of the port of New York under President Cleveland, 
and Alanson W. Beard (1816), collector of the port of Boston in 1885. 
"Probably," writes Mr. Atherton, "the Black River Academy has 
had over 5,000 pupils who received some of the elements of a higher 
education during the fifty years of its existence, or an average of 
over 100 new students each year." It has performed this work with- 
out endowment, and, because of its poverty, with an average change of 
principals every other year. 

In the year 1885 the academy celebrated its semicentennial anniver- 
sary. On this occasion the Hon. W. H. Walker, of Ludlow (1853-54), 
delivered the address of welcome. Capt. H. B. Atherton (1851-55), 
of Nashua, N. H., read a valuable historical address. Rev. Homer 
White, of Randolph, Vt., and Edwin Blood (1851), of Newburyport, 
Mass., read original poems. The orator of the day was the Rev. 
Arthur Little, D. D., principal in 1861. The following year there 
was another reunion of the alumni, presided over by the Hon. R. W. 
Clarke, second principal of the academy. At this meeting Judge W. 
H. Walker announced the need of raising $15, 000 for the erection of a 
new school building. Friends and alumni of the academy undertook 
the work of raising this money and succeeded in obtaining $16,385.35. 
The heaviest donors were Hiram Hitchcock, of New York; Dexter 
Richards, of Newport, N. H. ; Edward E. Parker and Harry P. Stim- 
son, of Kansas City. Hon. Redfield Proctor furnished a marble slab 
for the front elevation, with the inscription " Black River Academy," 
and Hon. D. H. Heald, of New York, a 1,017-pound bell. 

As at present organized, the academy supplies instruction under four 
heads: Grammar grade, the English course, the Latin-scientific course, 
and the classical course. 

The division of students for the }^ear 1890-91 was as follows: English 
course — girls, 62; boys, 42; total, 104. Classical course — girls, 4; boys, 
11; total, 15. Latin-scientific — girls, 25; boys, 8; total, 33. The total 
attendance for the year was 152. The graduating class numbered 8. 

The instruction is provided by a corps of four teachers — principal, 
preceptress, and two lady assistants. A special committee acts in the 
capacity of examiners, while the trustees, of whom there were 24 in 
1891, are such ex officio. Connected with the school is a literary and 



90 HISTORY OF EDUCATION IN VERMONT. 

debating society by the title of "Adelphic Union." Good board, 
including room, wood, lights, and washing, can be obtained at prices 
ranging from $2.50 to $3 per week. Expenses: Common English 
branches. $6 per term; higher English and languages, $7.20 per term. 

Randolph Academy or Orange County Grammar School (November 
8,1805). — The town of Randolph, Vt., has for many years enjoyed 
and deserved the reputation of being an active, though small, center 
of educational activity. This merit it has acquired very largely 
through the efforts of a few energetic, persistent, practical teachers, 
who have become well known to the citizens of this State. These 
men are Edward Conant, A. M., A. E. Leavenworth, A. M., and 
Andrew W. Edson, A. M. The first two still serve the State as 
principals of the Randolph and Castleton normal schools, while Mr. 
Edson has won the esteem of educators in Massachusetts. 

As early as October, 1792, it was voted by the citizens of Randolph 
"to petition the general assembly for liberty to set up an academy in 
this place." It was not, however, until 1802 that it was decided " to 
build a county grammar schoolhouse where the State committee shall 
set the stake," provided it should be set in Randolph. A committee, 
headed by the Hon. Dudley Chase, was in this year appointed to 
solicit subscriptions for that purpose. In 1804 Joseph Edson deeded 
to this Mr. Chase and nineteen other gentlemen a piece of land, in the 
center of which the old academy was erected. To-day the same site 
is occupied and controlled by the State Normal School. 

The following list of the principals of the old Randolph Academy is 
reprinted in the Vermont Historical Magazine from Thompson's 
Gazetteer: William Nutting, 1807-1813; D. Breck, 1813-11; Rufus 
Nutting, 1811-1818; George Bush, 1818-19; Samuel A. Worcester, 
1819-20; Joseph Sawyer, 1820-21; Rufus Nutting, 1821-1828; Clem- 
ent Long, 1828-1831; John Fairchild, 1831-32; T. G. Brainard, 1832- 
1836; Samuel A. Benton, 1836-1838; Azariah Hyde, 1838-1811; Edward 
Cleveland, 1811. Thompson also accords to the academy, in his rec- 
ord, a literary society with a library of 300 volumes. Caroline B. 
Weymouth, corresponding secretary of the Randolph Normal School 
alumni, in her history of that school for 1885, writes: 

Of this school (the academy) we can judge only by its alumni. Its value is attested 
by such sons as Hon. Jacob Collamer, Rev. Azariah Hyde, Rev. Constantine Blod- 
gett, for fifty years pastor of the First Congregational Church of Pawtucket, R. I. , 
Amos Dean, esq., a celebrated attorney and dean of the Albany Law School, Governor 
Converse, Judge Barrett, of the Vermont supreme court, Hon. Justin S. Morrill, and 
a score of lesser lights, whose names will occur to our older readers. 

It appears to be impossible to obtain complete records of this acad- 
emy. There were other principals, of course, besides those mentioned 
above. Miss Weymouth writes: 

In the last decade came R. M. Manley, Andrew Freeman, George Dutton, Mr. 
Willard, and doubtless others. Next preceding Mr. Conant was Mr. Fisher. 



SECONDARY EDUCATION. 91 

Finally, the grammar school and academy, after a long discussion, 
and through the thoughtful and persistent advocacy of Mr. Edward 
Conant, now called u the father of Vermont normal schools," passed 
under State patronage and control February 26, 1867, with the full con- 
sent of its trustees. ICdward Conant is perhaps the best known, as he 
is one of the most beloved teachers in Vermont. He was born in Pom- 
fret, Vt. He studied at Thetf ord, did college work at Dartmouth, and 
very early gained practical knowledge of his art in various district 
schools. From 1861 to 1867 he served as principal of the Orange 
County Grammar School. He was its last principal. During this period 
he directed attention to the idea that the academy should give place to 
a. teachers' training school. He succeeded in obtaining affirmative 
action upon this idea, and became in 1867 the head of the first normal 
school in Vermont. 

Lamoille Academy {November 8, 1832), Lamoille County Grammar 
School {November 15, 1836), Johnson Normal School {December, 
1866). — The report is that some time about the year 1828 there was 
opened in the town of Johnson an academy; that this academy com- 
prised sixteen pupils, instructed by a Dr. Carpenter. The tradition 
further is that this school was first held in what is now the town clerk's 
office, and that this office had originally been a shoe shop. Dr. Car- 
penter succeeded in erecting the first academic building where the 
normal school now stands. He was followed in 1830 by Mr. Perry 
Haskell, a graduate of the University of Vermont. During Mr. Has- 
kell's administration the academy was incorporated, but was rechar- 
tered November 15, 1836, as the Lamoille County Grammar School in 
order to acquire rights in public lands. 

S. H. Pearl, A. M., principal from 1863 to 1871, writes as follows 
in Volume II, page 671, of the Hemenway Gazetteer: 

The teachers after incorporation, so far as can be ascertained from the records, 
have been as follows: E. M. Toof; C. Adams; B. J. Tenny; Rev. William T. Herrick, 
later of Castleton; Lyman T. Flint; Simon N. Stevens, who died in the midst of a 
good degree of success; Rev. Jason F. Walker, under whom the school was in a 
flourishing condition; L. O. Stevens, who solicited subscriptions for repairing and 
enlarging the house, $1,200 being expended as the result of this effort; Z. K. Pang- 
born, under whom the school numbered at one time 225 pupils, the highest number 
reached during its history; N. M. Wallace, R. C. Benton, M. P. Parmelee, L. D. 
Eldridge, now a prominent lawyer in Middlebury — each having a good degree of 
success; Joseph Marsh, a son of President Marsh, of the University of Vermont, who 
had charge of the school but a short time; Samuel H. Shonyo, who became princi- 
pal in 1860, continuing several years; George W. Squier, who also had been connected 
with the school at a previous date; Miss Myra Benton, who had charge of the school 
during the fall term of 1863; and S. H. Pearl, who became principal at the close of 
the fall term of 1863 and continued to act in that capacity to June, 1869. The build- 
ing was originally erected and supplied with a good chemical and philosophical 
apparatus by voluntary subscription. It was thoroughly repaired in a similar man- 
ner while the school was in the charge of L. O. Stevens, and in the summer of 1866 
the building was almost entirely rebuilt and enlarged to more than double its former 
size, finished and furnished in a most substantial manner, to meet the increasing 



92 HISTOEY OF EDUCATION IN VERMONT. 

wants of the school, the moans being mainly furnished, as before, by the subscrip- 
tions of an enterprising and generous community. 

The school has struggled along with the varying fortunes of kindred institutions 
in this State, sometimes flourishing vigorously and then declining until some new 
impulse should again give it life. It accomplished a good work in the community. 
It has fitted many for the responsible positions of teachers, as well as prepared a 
large number of young men for a collegiate course. It has numbered among its 
teachers many graduates from the various colleges, some of whom have ranked high 
as teachers, and some have attained to honorable positions in other callings or pro- 
fessions. The reputation of the school has generally been such that it has been 
extensively patronized by students from neighboring States and from the Provinces. 

S. H. Pearl, M. A., the writer of the above account, was a graduate 
of the Craf tsbury Academy and of the University of Vermont, class of 
185 9. He entered upon his duties in the Lamoille County Grammar 
School in the fall of 1863, and at once succeeded in bringing a good 
degree of prosperity to the school. Its further history is to be found 
in the account of the normal school into which it was merged. 

Rutland County Grammar School {Castleton, October 15, 1787).— 
In the year 1786 the people of Castleton raised money by subscription, 
erected a building, and established a school upon ground given by 
Samuel Moulton. The school was known as the Gambrel-roof School- 
house until the 15th of October, 1787, when the legislature authorized 
the opening of a county grammar school in this building. Under this 
act no provision was made for a corporation. Therefore, as a grammar 
school, it continued to operate under a board of managers until 1800, 
when the building was destroyed by fire. October 29, 1805, the legis- 
lature passed a second act, confirming a grammar school in the county 
of Rutland, and designated a board of trustees. A full list of trustees 
from 1805 to 1870 is given in the Hemenway Gazetteer, Volume III, 
page 519. The act also provided in its third section — 

That the house in Castleton lately erected on the spot where stood the schoolhouse 
for said county, which was lately destroyed by fire, be, and is hereby, established as 
a county grammar school for said county so long as the inhabitants of said Castleton 
shall keep the same, or any other house at the same place, in good repair for the 
purpose aforesaid, to the acceptance of the county court of said county. 

A large sum of money expended on this school was furnished by the 
people of Castleton. There were besides a few limited subscriptions 
and the well nigh inconsequential income from the rents of public 
lands. October 29, 1828, the name of the school was changed to "Ver- 
mont Classical Institute," but by an act of November 1, 1830, the 
former title was restored. The original board of trustees organized 
as follows: President, the Rev. Elihu Smith; secretary, A. W. Hyde; 
treasurer, Enos Merrill. The first preceptor, a title yet in use among 
the older citizens, was the Rev. Oliver Hulbert. Mr. Hulbert taught 
with success in the Gambrel-roof schoolhouse and probably held his 
position until the year of its destruction by fire. He afterwards 
located in Ohio as a minister of the gospel. The new building was 



SECONDARY EDUCATION. 93 

opened under the supervision of Mr. R. C. Moulton. His successors 
up to the year 1820 were William Dickinson, Eleazar Barrows, John 
L. Cazier, Horace Belknap, and the Rev. John Claney. Thus far the 
character of the work done by the school was largely influenced by 
the frequency with which changes occurred in its management, but in 
1820 Mr. Henry Howe accepted the charge with a view to permanency, 
and his administration, covering a period of six years, brought to the 
institution increased numbers of pupils and prosperity. He was a 
hard worker, a good organizer, and subsequently became a teacher 
of wide reputation in the State of New York. About 1826 and for 
one year thereafter the school passed under the direction of the Rev. 
Edwin Hall, D. D., afterwards president of the Auburn Theological 
Seminary, New York. He was succeeded by Solomon Foote, who 
later served Vermont in the United States Senate. His varied learn- 
ing, natural powers, and easy adaptability to conditions, all devoted 
to the interests of the school, brought it popularity and prosperity. 
But in a short time Mr. Foote, finding the accommodations two nar- 
row, conceived the plan of a high school for boys and, assisted by 
Messrs. Fordice Warner and A. W. Hyde, actually erected and dedicated 
a large building at a cost of $16,000. Mr. Foote's " school for lads," 
for he had resigned his trust as grammar-school preceptor, did not meet 
with the expected patronage and he soon turned over his interests to 
Mr. A. W. Hyde. Meanwhile the grammar school languished, strug- 
gling along under frequent changes of principals and unable apparently 
to remove the obstacles to its prosperity. It had, however, able men 
at its head, such, for example, as the Rev. Truman M. Post, D. D., 
now of St. Louis, and Mr. John Meacham, afterwards a Representative 
in Congress. But Mr. Foote's scheme of a high school for lads was 
destined after all to be of service to the county academy. Its build- 
ing, fine for the time, had meanwhile been turned into a tavern and 
then into a medical college. Later it was offered to the Episcopalians 
and next to the Baptists, for denominational purposes. The grammar- 
school corporation needed the building but had no money with which 
to buy. They finally obtained a lease of it for four years, at an annual 
rental of $400, and in 1838 effected a contract for its purchase in full. 
The Rev. Charles Walker, D. D., of Rutland, and the Rev. Lucius F. 
Clark were made associate principals. The school was at once made 
a boarding as well as day school, and soon had an enrollment of 200 
scholars. Mr. Walker retired after one year, but Mr. Clark remained 
in office until 1837, when he accepted a call to the chair of chemistry 
and natural history in the University of Tennessee. Associated for a 
time with Mr. Clark and for one year sole principal was the Rev. Mr. 
Meack. 

In the year 1838, having bought the academic building and being 
now in debt, the corporation elected to the preceptorship the Rev. 



94 HISTORY OF EDUCATION IN VERMONT. 

E. J, Hallock. His services proved eminently useful, first, in the 
activity and ability displayed in raising funds for the payment of the 
mortgage indebtedness upon the building-; and second, in the character 
of his work as a teacher and director for eighteen }^ears. He resigned 
in 1856, and died of cholera soon after in St. Louis, Mo. He was 
succeeded by the Rev. Azariah Hyde, and he in turn by Rev. Mr. 
Knowlton in 1858. A new departure was effected in 1862, when Miss 
Harriet N. Haskel, as lessee and principal, became the head of the 
school. Miss Haskel remained five years, conducting the school with 
much success, and resigned in 1867 to accept a call from Monticello 
Seminary, Godfrey, 111. Her departure was followed by two years of 
great depression and a marked reduction in the number of pupils. In 
1869 the Rev. R. G. Williams was called to the principalship, a gen- 
tleman of large attainments and experience as a teacher. By his 
efforts there was held, on the 29th of January, 1870, a reunion of 
the former pupils of the institution, who came from all parts of Ver- 
mont, to the number of about five hundred. Besides these there were 
representatives from nearly every State and Territory in the Union. 
This fact substantially testifies, in the absence of other records, to the 
wide influence exerted by this institution, which represents but one of 
Vermont's early academies and grammar schools. 

For its further history see the "Castleton Normal School." 
New Haven Academy {begun November, 1855), Beeman Academy 
{November 15 ^ 1869). — The facts here given are directly taken from the 
State school report for 1874. This academy, prior to the passage of 
the act of 1869, was known as the New Haven Academy. 

Pursuant to public notice a meeting was held at the schoolhouse to 
take into consideration the subject of building an academy. The fol- 
lowing resolutions were presented to the meeting, discussed, and passed: 

Resolved, That the interests of education in this community demand the erection 
of a building suitable for an academy, and therefore we will at once take the neces- 
sary steps to build one. 

Resolved, That the academy shall be under the control of a board of trustees. 

A committee of five gentlemen was appointed to carry out the spirit 
of the above resolutions by drawing up and circulating a subscription 
paper to raise a sum to defray the expenses. 

An amount that was deemed sufficient was raised in sums from $5 to 
$100, and a meeting was called by the committee to be held on Febru- 
ary 6, 1855. The subscribers met and organized by the appointment 
of Rev. Samuel Hurlbut, chairman, and E. S. Bottum, secretary. A 
corporation was formed under and by virtue of chapter 85 of the com- 
piled statutes of the State of Vermont, and articles of association were 
adopted. A board of eleven trustees were elected by ballot on Febru- 
ary 13, 1855, to hold their offices during good behavior, with power 
to fill vacancies occasioned by death or otherwise and to increase their 
number to seventeen. 



SECONDAEY EDUCATION. 95 

The subscription was placed in the hands of the board of trustees, 
which was at once organized. A code of by-laws was adopted and 
measures were taken to secure a site and plans for a building. March 
IT a site was chosen, and during the following summer a building was 
erected. November 17, 1855, the Rev. Otto S. Hoyt was elected prin- 
cipal. He resigned August 25, 1858. John P. Torry was elected to 
succeed him September 3, 1858, and he was followed by Milton J. 
Hyde, Almon Clark, George W. Squire, and H. H. Shaw. September 
5, 1865, Rev. C. B. Hulbert was elected president of the board, and 
May 3, 1867, the trustees took steps to create a permanent endowment 
for the academy. Several articles were printed by the papers of Addi- 
son and Chittenden counties, soliciting financial aid, and individual 
citizens pledged themselves to make good any deficiencies arising from 
insufficient tuition, but a satisfactory teacher was not secured. The 
effort was renewed in 1868, and on the 27th of July the trustees con- 
tracted with Capt. A. E. Leavenworth, insuring him a stated salary 
and assuming, on their part, all expense of conducting the school. 
Repairs were now made upon the building and suitable apparatus was 
bought for the proper work of the school. From August, 1868, to 
August, 1870, there was raised by subscription the sum of $1,030; there 
was collected from tuitions $1,695, while there was expended for 
repairs, apparatus, current expenses, and instruction, $2,735.33. 

About this time the academy received a bequest of $6,000 from the 
estate of Anson P. Beeman, who had been a member of the association 
formed in 1855, and had since become interested, though living in 
Burlington, creating a more permanent basis than could be secured on 
tuition alone. Mr. Beeman died in June, 1869, and bequeathed the 
trustees $6,000 on the conditions that said sum be made a permanent 
fund, the net profits therefrom to apply on instruction; that an act of 
incorporation be secured for the academy; that its name be changed 
from the New Haven to the Beeman Academy, and that the citizens of 
New Haven should first raise and invest as a permanent fund for the 
object already named a sum of not less than $4,000. The act of incor- 
poration was approved by the governor November 15, 1869. In July 
of the following year the sum of $5,421 was raised, and on the 28th 
of the same month the trustees accepted the act of incorporation and 
proceeded to organize under the same by the election of Hon. Oliver 
Smith as president, Abel E. Leavenworth, secretary, and George P. 
Hathorn, treasurer. 

This is in brief the history of the change from the New Haven 
Academy to the Beeman Academy. The former from 1855 to 1870 
had had seven principals and twenty-eight different trustees. 

Three courses of study were prescribed: English or normal, scien- 
tific, and classical. 

The expense of board and tuition for the school year of 39 weeks is 
from $120 to $150. 



96 HISTORY OF EDUCATION IN VERMONT. 

The first principal under the now order of things was Mr. Abel 
Edgar Leavenworth, who did much during- the course of the seven 
years of his principalship toward establishing the widespread reputa- 
tion of Beeman Academy. 

The academy has continued to nourish under the direction of suc- 
ceeding principals, and it is believed that it has never given more 
promise of prosperity than at the present time. The present princi- 
pal (1892) is Henry Field Ellin wood, who kindly contributed to this 
sketch. 

It is located 8 miles from Middlebury, on the Rutland division of 
the Central Vermont Railroad. The situation is remarkably salu- 
brious, being absolutely free from malaria, and affords a charming- 
view of both the Green Mountains and the Adirondacks. Although 
sufficiently retired to secure every needed facility for the quiet pur- 
suit of learning, its social and religious privileges are of a high order. 
The institution is not under ecclesiastical control, yet the exercises of 
each day will begin with religious services, and every effort will be 
made to inculcate sound principles and correct morals. 

Derby Academy (1839, Derby, Vt.). — The following account is pub- 
lished in the State Report for 1874: 

Derby Academy was founded by the Baptists in 1840. It has had a somewhat 
changeable history, but is now again under Baptist control. The property consists 
of about 2 acres of land, a boarding house, two old school buildings, and a new build- 
ing erected in 1868. The new building is two stories in height, having on the first 
floor 4 recitation rooms; on the second, 2 recitation rooms and a chapel, accommo- 
dating 300 persons. This building is substantially built and cost about $12,000. 
The location of the academy is a favorable one. It is only 4 miles distant from New- 
port, from which place there are railroad communications north, west, and south. 
As the region round about is mainly devoted to agriculture, it is likely to furnish the 
best class of students for an academy. Three courses of study are arranged, namely: 
An English course of four years, a ladies' collegiate course of four years, and a classical 
course of three years. 

Green Mountain Perkins Academy (1848, South Woodstock, Vt.). — 
State Report, 1874, page 307: 

It was incorporated in 1848 and has since been in successful operation. In 1870 its 
name was changed to the Green Mountain Perkins Academy, in honor of the- late 
Gains Perkins, an eminent benefactor of the school. Lately (1874) having received 
an endowment of $12,000, it stands on a permanent basis and is in good condition to 
continue its work of usefulness in the future as it has in the past. 

Oak Grove Seminary (1853, Pownal, Vt.).- — State Report, 1874, page 
i07: 

The first principal was M. N. Horton, A. B., a graduate of the class of 1853 at 
Williams College. He had 57 scholars the first tenn. In 1856 A. G. Pattee and A. 
Pattee were principals and had about 100 students. In 1872 the old board of trustees 
resigned and a new board was elected. It was principally through the enterprise of 
Thomas H. Hall, president of the board, that the seminary was thoroughly repaired. 



SECONDAKY EDUCATION. 97 

Chelsea Academy (1851, Chelsea, Vt.). — The following facts were 
obtained from John M. Comstock, the present principal of Chelsea 
Academy and the statistical secretary for Dartmouth College: 

Chelsea Academy, chartered in 1851, began its work in 1852 under the principal- 
ship of Jonathan Ross, now the chief justice of the supreme court of Vermont. He 
was principal for three years, 1852-1855. There is no record of any formally gradu- 
ated classes, although a few students here prepared for college. The school never 
had an endowment. Its chief constituency was of the neighboring towns and in 
general the pupils passed but few terms of school life at the academy. Mr, 0. D. 
Allis succeeded Judge Ross- and during the fall and winter of 1856-57 the charge fell 
upon Chester C. Conant. Azro A. Smith (H. V. M., 1856) was principal during the 
summer of 1857. Horace B. Woodworth (D. C, 1854) followed for the year 1857-58, 
and John Paul (D. C, 1847) was also here for a time; but the academy was rapidly 
running out. David F. Cole (D. C, 1861) was here in the spring of 1862, and perhaps 
a short time before, and went from Chelsea as the captain of the local company in 
the Twelfth Vermont. The school at this time became practically a select school, 
holding two terms each year, and was usually taught by women. In 1870 the 
building was destroyed by fire, and not until 1884 was the academy organization 
revived and an arrangement made with the school district by which the district 
furnishes the building and the academy maintains the school. 

Harmon J. Locke (D. C, 1881) was principal from the fall of 1884 to the spring of 
1886, in which year he was succeeded by the incumbent, Mr. J. M. Comstock. 
During the year 1890 the academy employed 2 teachers, had a general enrollment of 
73 pupils, and the largest attendance for one term was 56. Of these pupils 1 studied 
Greek, 4 Latin, 2 French or German. The school year is thirty-two weeks in length. 
The academy has a small library. 

JPeacham Academy. — This institution, which was long known as one 
of the best academies of the State, bears now the name of the " Cale- 
donia County Grammar School." It is located in the quiet village of 
Peacham Corner, in the midst of an industrious and intelligent people 
who take a deep interest in the school. 

While the cost of tuition is only nominal, its course of study, extend- 
ing through four years, is excellent, enabling a young person to secure 
a thorough preparation for the ordinary business of life, for teaching, 
or for college, without incurring heavy expense. 

A diploma is given upon the completion of the entire course. 

Glenwood Seminary.— Glen wood Ladies' Seminary, at West Brat- 
tleboro, Vt. , was established as such in 1860. Prof. Hiram Orcutt, 
who had been principal of the Thetford (Vt.) Academy for some thir- 
teen years, and of North Granville (N. Y.) Ladies' Seminary for five 
years, leased the school buildings of Brattleboro Academy, erected a 
boarding hall (at the expense of $6,000), and opened the school as a 
ladies' seminary, and as a private enterprise. 

The school was opened for the reception of pupils on the 26th of 
September. Every room for boarding pupils was engaged before the 
school commenced, and 12 of the 100 boarders occupied rooms in the 
village and took their meals at the seminary tables. Of the 128 pupils 
in attendance the first term, 25 were in the senior class and graduated 
3177 7 



98 HISTORY OF EDUCATION IN VERMONT. 

at the close of that year. The class in instrumental music numbered 
80. The school in its various departments was under the instruction 
of 1" teachers and assistants. The school was now completely organ- 
ized and equipped for its eight years' work, under the same principal. 
During all these years the attendance was large and uniform, and the 
pupils came from many States. The whole number of different pupils 
was more than 1,000, and the number of graduates 153. In 1865 the 
principal opened Tilden Ladies' Seminary at West Lebanon, N. H., 
and conducted both schools, 70 miles apart, for three years. He then 
closed his connection with Glenwood and devoted all his time to Til- 
den. Glenwood soon ceased to be conducted as a ladies' seminary. 

BOOKS REFERRED TO IN THE PREPARATION OF THIS ARTICLE. 

History of Vermont, Samuel Williams, LL. D., Burlington, 1809. 

Natural and Civil History of Vermont, Samuel Williams, Walpole, N. H., 1794. 

History of Vermont, Ira Allen, London, 1798. 

History of Vermont, Rev. Hosea Beckley, A. M. , Brattleboro, 1846. 

History of Vermont, W. H. Carpenter and T. S. Arthur, Philadelphia, 1853. 

History of Vermont, Zadok Thompson, Burlington, 1842. 

History of Eastern Vermont, Benjamin H. Hall, New York, 1858. 

Vermont State Papers, William Slade, jr., Middlebury, 1823. 

Vermont Gazetteer, John Hayward, Boston, 1849. 

Vermont Historical Gazetteer, A. M. Hemenway, Burlington, etc. , 1867. 

Officers of Vermont, L. Deming, Middlebury, 1851. 

New Hampshire Documents, etc., N. Bouton, D. D. (Vol. X), Concord, 1877. 

Vermont School Journal, State Teachers' Association, Montpelier, 1859-1861. 

Letters to the Duke of Montrose, Dr. John Andrew Graham, London, 1797. 

Original Petitions, Green Mountain Boys, State Library, 1767. 

History of Wells, H. Pauls and Eobert Parks, Rutland, 1869. 

History of Salisbury, J. M. Weeks, Salisbury, 1860. 

History of Danby, J. C. Williams, Rutland, 1869. 

History of Manchester, Loveland Munson, Manchester, 1876. 

History of Pawlet, Hollister, Albany, N. Y., 1867. 

History of Newfane, Brattleboro, 1877. 

Walton's Vermont Register, Vols. I-LXXIV. 

Reports of Horace Eaton, Superintendent of Education, 1846-1850. 

Reports of Charles G. Burnham, Superintendent of Education, 1851. 

Reports of J. S. Adams, Secretary, 1857-1867. 

Reports of A. E. Rankin, Secretary, 1868-69. 

Reports of John H. French, Secretary, 1870, 1872, 1874. 

Reports of Edward Conant, Superintendent of Education, 1876, 1878, 1880. 

Reports of Justus Dartt, Superintendent of Education, 1882, 1884, 1886, 1888. 

Report of Edwin F. Palmer, Superintendent of Education, 1890. 

Various newspapers, catalogues, and pamphlets. 



Chapter III. 

SECONDARY EDUCATION— CONTINUED. 

BAERE ACADEMY, BARRE, VT. 

By J. Henry Jackson, a. M., M. D. 

A sketch of Barre Academy can not easily be written which does not 
contain frequent reference to Dr. Spaulding, for, as Rugby and 
Thomas Arnold are constantly associated in the minds of English 
students, so will the name of Jacob Shedd Spaulding be lovingly 
recalled to memory when mention is made of the old academy. No 
pardon, therefore, need be sought for the commingling of the two 
names when it is remembered that during the thirty-three years of its 
existence Dr. Spaulding was its loved and honored principal for 
twenty-eight years. The writer would also make early mention of 
Mrs. Mary W. Spaulding, his cultured and efficient wife, to whom he 
was largely indebted both in his preparation for his life work and in 
the success he afterwards achieved. So these parents (for they had no 
other children) of a characteristic New England institution have lived 
and do live in the hearts and lives of ten thousand sons and daughters 
of the academy who have found homes in every State and Territory of 
the Union. 

By an act of the Vermont legislature, approved November 13, 1849, 
this school was incorporated under the name and title of Barre Acad- 
emy. The first annual meeting was held May 13, 1851, at which time 
by-laws were adopted and the organization made complete. Four 
thousand dollars was procured by subscription, a site selected and 
purchased, buildings erected and furnished, and the first term of 
school opened September 1, 1852. At the dedicatory exercises the 
address was made by Rev. Worthington Smith, president of the Uni- 
versity of Vermont. In it he alludes to its first principal, J. S. 
Spaulding, as follows: 

We congratulate the friends and patrons of this institution that it opens under the 
auspices of one whose name we who have long resided within the sphere of his influ- 
ence have been wont to regard as an omen of success; an individual who for the last 
ten years has been identified with the educational movement in the State, and as 
far as any man has succeeded in impressing the character of his own mind upon it. 

The St. Albans Messenger, in August of the same year, pays this 
tribute to Mr. Spaulding when he severed a twelve-year connection 
with Bakersfield Academical Institution: 

During this period he has labored arduously, zealously, and successfully. He 
merits and will receive the gratitude of a large community that has been benefited 
by his years of laborious teaching. The people of Barre and of Washington County 
will do themselves injustice if the)' do not give to him a generous support. 



LOO HISTORY OF EDUCATION IN VERMONT. 

At the close of this term the first catalogue was issued, in which are 
the names of 78 male and 94 female students, and the following board 
of instructors: 

J. S. Spaulding, A.M., principal; Mrs. J. S. Spaulding, preceptress, 
teacher of drawing, crayoning, and monochromatic; Mr. O. D. Allis, 
Mr. W. B. Parsons, and Miss L. A. Allen, assistant teachers; M. A. 
Letestu, teacher of French; Prof. U. L. Phillips, teacher of music; 
Miss E. M. B. Felt, teacher of painting; Mr. J. W. Swasey, teacher 
of penmanship. 

The same pamphlet thus announces the objects which the trustees 
and teachers had in view: 

First, to furnish the youth of this vicinity the means of securing a sound, prac- 
tical education for the business of life. Second, to afford to young men designing to 
fit themselves for college the opportunity for so doing on terms as reasonable as at 
any other institution. Third, to secure to young ladies the means of acquiring a 
liberal education. Fourth, to qualify and prepare those who wish to enter upon the 
work of instruction for the discharge of their arduous and responsible duties. Fifth, 
to promote virtue, morality, and piety in the young by inculcating those great moral 
principles on the observance of which depend the freedom of our institutions and 
the highest well being of man. 

With these objects in view, Barre Academy entered upon an era of 
prosperity as a training school for young people which resulted in 
developing strong and useful characters, and gave to the country men 
and women of integrity and worth. 

J. S. Spaulding, A. M., LL. D., was born in Chelmsford, Mass., 
August 24, 1811, and graduated at Dartmouth College in 1841. He 
taught school every winter during his college course, and also taught 
in Bakersfield Academy during the fall and winter preceding his grad- 
uation. His marriage to Mary W. Taylor, of Temple, N. H., took 
place August 24, 1841, and during the next eleven years they were 
interested in school work in Franklin County, Vt. It was after this 
experience that Barre Academy secured his services and found in him 
a man well fitted for the work to be done. 

The corporation consisted at first of 15 trustees, which was increased 
to 25 by an act of the legislature in 1853. These were instrumental 
in building the academy and in securing stockholders for the erection 
of a boarding house at a cost of nearly $4,000. During the same 
year an apparatus for use in philosophy and chemistry was purchased 
at a cost of $1,000, and a legacy of $500 was made by Calvin J. Keith 
to establish a library for the benefit of the school. Up to this time, 
therefore, $9,000 had been paid into the treasury for the use of the 
school. 

In the announcement for 1853 we find board is mentioned at $1.50 
to $1.75 per week; tuition, per term, English, $3.50; Greek and 
Latin, $4.50; pianoforte, $8; vocal music, $1; penmanship, $1; oil 
painting, $6. 



SECOND AEY EDUCATION. 101 

In 1854 we are informed that u the government of the school is 
designed to be parental, and an attempt will be made to excite in the 
scholar a love of right doing, and to awaken within him a sense of his 
obligations to himself, to his parents, and to his Creator." 

In 1855 we first learn of u two literary societies connected with the 
academy to furnish an opportunity for the members of the school to 
improve in composition and extemporaneous debate." About this 
time, also, Mr. and Mrs. Marcus Carleton, missionaries to India, and 
natives of Washington County, furnish the institution a cabinet of 
curiosities, shells, and minerals, "which will increase the facilities 
for acquiring a knowledge of natural history." There were at this 
time four terms of 11 weeks each. 

A teacher's class is announced in 1858, and it is stated that u 1,000 
geological specimens have been recently purchased for the cabinet." 
At this time and (luring the more than a quarter of a century that he 
lived in Bar re as principal of this school, Mr. Spaulding labored with- 
out a salary. Some of the time he lived in the boarding house and 
always carried its cares, and his support was derived from the tuitions 
which came freely in response to his excellent work and strong per- 
sonal character. As business manager of the school he collected all 
dues, paid all expenses, and taught its students. During the time he 
was its principal he employed 26 different gentlemen and 31 lady 
assistants. 

Twenty thousand dollars were contributed in the same period to 
provide buildings, pay for scholarships, and make up deficiencies. On 
the twenty-fifth anniversary of the opening of the school in 1877, 
Rev. C. B. Hulbert, D. D. , president of Middlebury College, spoke as 
follows concerning Mr. Spaulding and his work: 

Towering above all, the Nestor of Vermont teachers, stands the man whom we 
honor in this reunion. Let not our academies count upon the frequent appearance 
of such men upon the stage of action; they are rare like stars, when only one is shin- 
ing in the sky. The present principal, backed up by his long success and reputation, 
can keep the institution going while he lives. He himself is fund and endowment, 
its crystal vault. 

In 1868 Middlebury College did honor to herself and to Mr. Spaul- 
ding by conferring on him the title of LL. D. In 1870 he was elected 
as a member of the State of Vermont constitutional convention, and in 
1876 as a representative to the Vermont legislature. Besides his work 
as teacher, he was railroad commissioner, superintendent of schools, 
and held many other positions of trust. He was an active member of 
the church and Sunday school, and for more than twenty years was 
both deacon and Sunday-school superintendent. He died suddenly 
April 29, 1880. At his funeral M. H. Buckham, president of the 
University of Vermont, pronounced these words: 

So dies a good man. So ends a blameless, useful, noble life. So goes to God a 
good and faithful servant. There may be those who have had greater gifts and more 
varied learning, but there will not be found one who brought to his work a warmer 
love, a more thorough, earnest, self-sacrificing devotion than Jacob Spaulding. 



102 HISTORY OF EDUCATION IN VERMONT. 

After the death of Dr. Spaulding Barre Academy was for two years 
under the management of Arthur N. Wheelock, A. M., when he 
resigned to accept a place in the Institute of Technology in Boston. 
His successor was J. P. Slocum, A. B., who remained one year, and 
was followed by Edward H. Dutcher, A. B., who worked faithfully 
for two years, with a competent corps of assistants. With the grad- 
uation of the class in June, 1885, Barre Academy closed its doors. For 
a third of a century it had done admirable work for the cause of edu- 
cation. Nearly 10,000 students had been welcomed and benefited. 
Between 300 and 400 had completed the course of study prescribed by 
it to prepare them as teachers, or fit them to enter college. Its largest 
attendance in one year was in 1859, when 326 students were enrolled. 
Its average annual attendance for thirty-three years had been 236. It 
had given a thorough and complete discipline to an annual average 
of ten graduates. The honorable career of these students, and the 
alumnae, give to the world the strongest possible testimony of the 
high character of the school. They caught something of their teach- 
er's earnestness of spirit and devotion to truth, and like him whose 
name they revere have determined "to make the world better for 
having lived in it." And wherever found in all this great republic 
they largely exemplify among their fellow men the nobility and 
grandeur of a devoted instructor. 

In 1887 the buildings and grounds of Barre Academy were conveyed 
by deed to the school district in which they were situated. The con- 
sideration of the transfer is that the district shall maintain a graded 
school which shall prepare its pupils for entrance to college. 

Near the site of the old academy there has been erected a fine school 
building costing $40,000. Engraven upon Barre granite and placed 
above the broad arch of its entrance may be seen the words ' ' Spauld- 
ing Graded School." 

In Barre cemetery is a monument which is visited by many a stranger. 
It consists of a granite pedestal 8 feet high, upon which is a beautiful 
figure of Carrara marble, cut in Italy, representing Remembrance 
scattering flowers on the graves below. Upon one face of the die is 
this inscription: 

J. S. Spaulding, A. M., LL.D., 

Principal of 

Bakersfield Academy, 1841-1852. 

Barre Academy, 1852-1880. 

August 24th, 1811. April 29th, 1880. 

' ' Make the world better by living in it. ' ' 

The reverse represents the rising sun, with an open book in the 
center, on which are the words " Sit lux." 



SECONDARY EDUCATION. 3 03 

On the southern face of the die is this inscription: 

Mary W. Taylor, 

Wife of J. S. Spaulding. 

Born in Harvard, Mass., January 20th, 1809. 

Married August 24th, 1841. 

Died September 22nd, 1881. 

" Not to be ministered unto but to minister." 

On the north tablet: 

Erected by 

Grateful Students 

In tender remembrance of 

Dr. and Mrs. Spaulding 

For their enduring 

Work of faith 

and 

Labor of Love. 

MDCCCLXXXVII. 

GODDAKD SEMINARY. 

By Prof. D. L. Matjlsby, of Tufts College. 

Goddard Seminary was in point of time the third educational insti- 
tution in Vermont under the direction of the Universalist denomina- 
tion of Christians. The impetus that led to its establishment was a 
part of the general awakening to educational responsibilities that pre- 
vailed in the denomination about the middle of this century. At the 
annual meeting of the Vermont convention of Universalists, held 
August 25 and 26, 1863, a resolution was unanimously adopted "that 
it is expedient for our denomination to establish and endow a scien- 
tific and classical institution of the grade of an academy, to be located 
in some part of the State." At the same meeting a committee was 
appointed to obtain a charter from the general assembly of Vermont, 
and another committee to locate the school in the place where the 
greatest advantages were to be secured. The charter was duly granted 
in 1863 at the fall session of the State legislature, the school being 
incorporated under the name of the Green Mountain Central Institute. 

The committee on location had a more difficult result to compass, since 
an active as well as kind and generous emulation was manifested by 6 
towns — Springfield, South Woodstock, Bethel, Northfield, Barre, and 
East Montpelier — each striving, by offer of building site and special 
contribution of money, to secure the location of the school within its 
borders. But the town of Barre was finally selected as offering greater 



104 HISTORY OF EDUCATION IN VERMONT. 

aggregate advantages than any other, and the wisdom of this ehoice 
has been approved both by the local hospitality since accorded to the 
school and by the remarkable growth of the town itself. Rev. Eli 
Ballon was the first president of the board of trustees; Hon. Harvey 
Tilden, secretary and treasurer, and W. R. Shipman, subsequently a 
professor in Tufts College, financial agent. Mr. Shipman, taking the 
field to solicit contributions, soon secured about $10,000, his interest 
and active aid being destined to continue from that day to this. Early 
in the spring of 1 867, funds meanwhile having been obtained to the 
amount of nearly $50,000, the building was begun under the oversight 
of a committee consisting of L. F. Aldrich and Charles Templeton, of 
Barre, and Hon. Heman Carpenter, of Northfield. The work was 
completed in 1870, after generous effort on the part of the committee 
and the treasurer of the trustees. To Mr. Aldrich in particular, who 
gave, unpaid, his careful supervision for three years, is due the sub- 
stantial character of the structure. The school opened February 23 
with 88 students. 

It is impossible to portray adequately the financial struggle, which 
at times seemed about to result in utter defeat, but which always either 
found some new volunteer to give aid absolutely needed or welcomed 
the return of some veteran donor to repeat his generosity. Only 
those that shared in the recurring seasons of hope and despair can 
truly appreciate the story. At a meeting of the State convention of 
Universalists in August, 1865, the final $6,000 was pledged, completing 
the $30,000 that had been fixed upon as the amount to be secured 
before locating the school. Of this amount $5,000 had been given by 
Thomas A. Goddard, of Boston, whose interest in denominational 
enterprises was always more than generous. In 1867 the special con- 
tribution of Barre, together with other donations, had increased the 
fund to $50,000, which was believed to be sufficient to cover the cost 
of the building. But during the next year, in the absence of an agent 
to solicit subscriptions, it was feared that the work of erecting the 
building would stop. At this point Mrs. Mary T. Goddard, whose 
husband, the early benefactor of the school, had died in 1868, offered 
$5,000 more, on condition that others should contribute the same 
amount. The acceptance and realization of this condition, together 
with the receipt of other gifts, relieved the immediate strain, but the 
rise in prices, occasioned by the war, increasing the cost of the build- 
ing to $75,000, left a burden of debt, and, despite the large number 
of students in attendance, the trustees were unable, even with personal 
risk, to meet the necessary calls for money. In the midst of this 
despondency Mrs. Goddard again made a generous contribution, 
which, with the sum secured by Dr. A. A. Miner, of Boston, met the 
obligations of the time. A u bell festival," in charge of women of 
the village, furnished the school with a bell and a balance in money; 



SECONDARY EDUCATION. 105 

besides many persons and church societies made contributions of $50 
each to furnish one of the students' rooms. 

In the wake of the business crisis of 1873 $11,000 was raised — more 
than half of this sum from Massachusetts and vicinity- — by the efforts 
of Prof. W. R. Shipman, of Tufts College. But the greatest shock 
occurred at the regular meeting of the trustees in 1875, when, besides 
a small remainder of the old debt, a deficiency of about $4,000 was 
discovered in the running expenses of the school, the greater part of 
which had arisen during the current year. After serious debate, 
eleven members of the board assumed the entire debt, taking the notes 
of the school as security. Seven years later the debt no longer 
remained, partly through the generosity of some holders of the notes, 
who abandoned them without recompense. At the meeting when the 
great deficiency was discovered Professor Shipman was elected presi- 
dent of the board of trustees. Since then the financial history of the 
school has been more encouraging. The raising of an endowment 
fund of $10,000 was prosecuted between 1876 and 1880, the sum being 
enthusiastically completed by the assembly gathered to witness the 
graduating exercises in June of the latter year. At present the endow- 
ment reaches $24,000. The amount is securely invested and will be in 
time increased by certain property bequeathed subject to life interests. 
It is believed that the institution, after many struggles, is at last on a 
solid basis of commercial prosperity. 

But no institution of learning can be financially successful without 
the constant aid of sympathizing and untiring friends. Goddard 
Seminary has had its share of benefactors, some that have given from 
a well- stored treasur}^, others that have paid for their generosity with 
personal self-sacrifice. The remarkable generosity of Mr. and Mrs. 
Goddard had so emphasized the obligation to their bounty that in 
1870 the name of the school was altered to perpetuate the memory of 
their liberality. It is worth noting that the five towns unsuccessful 
in bidding for the location of the seminary within their limits have 
since manifested a warm and substantial interest in its welfare. At 
the present time there are still faithful friends about the school, min- 
istering to its needs and gaining their only reward in seeing the good 
that they are doing. 

Among its teachers the seminary is fortunate in having had devoted 
men and women, whose service has not been reckoned at their hire. 
One figure stands conspicuous among these, known to every graduate 
by eighteen years of helpfulness, in the class room, in the church, by 
the sick bed. The death of Miss Persis A. Thompson, occurring at 
the commencement season of 1890, left the seminary deprived of one 
whose whole life was so intimately given to its service that she seemed 
identical with the school itself. To the former students that had known 
her her loss came as a personal bereavement. Following is the list 



106 1USTOKY OF EDUCATION IN VERMONT. 

of principals, with the term of service of each: L. L. Burrington, 
A. M., 1870-1878; F. M. Hawes, A. B., 1873-74; Henry Priest, A. B., 
1874-1883; Alston W. Dana, Ph. B., 1883-1887; D. L. Maulsby, A. B., 
1887-1891; A. W. Peirce, 1891. 

From the beginning the aim of the seminary has been, while avoid- 
ing the tield both of the common school and the college, to lay the 
foundation of a liberal education. The work has been made introduc- 
tory to a course in college, when such was practicable; but when not, 
the aim has been to give the elements of general culture with such 
thoroughness as to aid in the actual duties of life, and to make better 
men and women. The record of the alumni shows that more than half of 
the } T oung men have entered college. Tufts has generally been chosen, 
but graduates have entered also Boston University, Cornell, Dart- 
mouth, Harvard, the University of Vermont, and other representative 
colleges. 

A few words need to be said concerning the present facilities of the 
seminary. In location it is fortunate, since its elevated site commands 
a fine view of the surrounding Vermont hills and is in turn conspicuous 
from all neighboring points. The building, five stories in height, is of 
brick, with granite trimmings — the brick being made on the spot from 
clay discovered during the digging of the foundation. In length the 
structure is 160 feet. Two wings, 53^ feet long by 43 feet wide, 
extend from a central part 53 feet square. Shapely towers rise from 
the front corners of the central part, affording means of entrance 
through the doorways at their base. Within is accommodation for 
seventy-five boarding students, besides recitation rooms on the first 
floor, and in the basement a kitchen, a dining room, and a laundry. 
Steam heat is supplied. The woodwork is of black ash and butternut, 
oiled and polished. The whole structure bears evidence of faithful 
workmanship. The architect was T. W. Silloway, of Boston. 

In 1884 the grounds were enlarged by the purchase of an adjacent 
tract of land, the encroaching village being thus kept at a proper dis- 
tance, and at the same time a suitable campus for field sports being 
furnished. During the school year 1888-89 the grounds were graded 
and beautified at considerable expense, and at commencement the 
alumni presented a rustic fountain of granite. The latest addition to 
material facilities is a gymnasium building, 72 by 30 feet, which, well 
supplied with suitable apparatus, will furnish an adequate means of 
physical culture. 

Four courses of study are offered: An English course, embracing 
mathematics, English, natural and mental science; another, including 
the same branches, with the addition of two years of ancient or modern 
language study; a course in preparation for college; and a course em- 
bracing the more advanced portions of all the others, intended for 
those persons that are prevented by circumstances from entering col- 



SECONDARY EDUCATION. 107 

lege. Instruction by special teachers is given in piano, vocal music, 
art, and penmanship. The board of ten teachers, besides a matron, 
aims to do thorough work while maintaining among the students a 
high standard of behavior. 

The attendance of the past five years has averaged 108, about half 
this number residing in the school building, the remainder coming as 
day scholars. The school has been favored in the character of its 
pupils, the instances of vicious conduct being very rare, and the gen- 
eral trend of conduct being toward sterling qualities of manhood. It 
may be that the system of government is in part the cause of this. 
The constant endeavor has been to make the school homelike and to 
furnish a variety of legitimate and profitable means of employing time. 
While cases of misconduct receive due attention and certain necessary 
regulations exist, effort is made to teach the students self-government 
rather than reduce their conduct to obedience to a complicated set of 
rules. 
The present organization of the board of trustees is as follows: 
Rev. W. R. Shipman, D. D., president; Hon. A. T. Foster, vice- 
president; Charles Templeton, treasurer; George W. Tilden, secretary. 
Executive committee: Rev. W. R. Shipman, Ira C. Calef, Charles 
Templeton, B. W. Braley, M. D., Hon. Clark King. 

VERMONT ACADEMY, SAXTONS RIVER, VT. 

By Rev. W. H. Rugg. 

The first public movement toward the establishment of Vermont 
Academy was made at the annual meeting of the Vermont Baptist 
State convention, held at Windsor November 10, 1869, when the 
following resolution was adopted: 

Resolved, That the time has come when the Baptists of Vermont should awake to 
an increased interest in the subject of general education, and should express that 
interest by taking immediate steps to secure the establishment and adequate endow- 
ment of a first-class literary and scientific institute for the education of our youth of 
both sexes. 

A committee of seven was appointed to take the necessary prelim- 
inary measures for carrying the resolutions into effect, consisting of 
the Revs. T. H.Archibald, G. S. Chase, W. L. Palmer, M. A. Willcox, 
S. F. Brown, and the Hons. R. J. Jones and William M. Pingry. 

At the meeting of the convention at Hydeville, October 5 and 6, 
1870, the committee made, at considerable length, a report of progress, 
in which they stated that they had addressed a circular to all the Bap- 
tist pastors in the State inquiring: First. Do you judge such an insti- 
tution among the Baptists of this State necessary to their prosperity 
and advancement % Second. Are you ready to cooperate in maintaining 
and founding it? And that the answers to both had been, with very 
few exceptions, unexpectedly hearty and emphatic in the affirmative. 



108 HISTORY OF EDUCATION IN VERMONT. 

At the meeting Hon. Lawrence Barnes and Rev. Charles Hibbard 
were added to the committee. At a convention held at Burlington 
October 4 and 5, 1871, a board of trustees was appointed, consisting of 
11 persons, among whose duties, as prescribed by the convention, were 
those of establishing and locating the new institution, of raising an 
endowment of $100,000 exclusive of grounds, buildings, and apparatus, 
and of securing from the general assembly of the State an act of incor- 
poration. Judge William M. Pingry, of Perkinsville, was the first 
president of the board, and continued in office until his death in May, 
1885. His successor was Hon. Levi K. Fuller, of Brattleboro, who 
still continues in office. 

The persons so elected subscribed articles of association at Burling- 
ton June IT, 1872, and assumed the powers of a corporation to be 
known and called by the name of "The trustees of the Vermont 
Academy." At the meeting of the convention at Brattleboro October 
3, 1872, the board of trustees was increased to 15, and an act of incor- 
poration was shortly after passed by the general assembly of the State, 
which was approved November 26, 1872, and accepted by a vote of the 
board of trustees June 24, 1873. By the act of incorporation it was 
provided that five of the fifteen trustees should be elected each year, 
four by the board itself and one by the Vermont Baptist State con- 
vention, and that three-fourths of the members not elected by the 
convention should be members of Baptist churches. 

Soon after the appointment of the board in 1871, overtures from 
several villages in widely separated parts of the State were made, 
requesting the locating of the academy in said villages, with, in some 
cases, liberal offers of money and property. At the meeting of the 
board June 17, 1872, when it effected a legal incorporation, interesting 
facts and proposals were laid before it by Rev. William N. Wilbur, 
which eventually decided the question of location. 

It was stated that Mr. Charles L. Jones, of Cambridge, Mass., a 
native of Saxtons River, had for some years proposed giving a gener- 
ous sum of money for the establishment of an academy in his native 
place; that he had invited citizens of the place to join him in the enter- 
prise; that his invitation had been cordially accepted and a consider- 
able sum of money had already been pledged. 

It was further stated that the attention of Mr. Jones and his friends 
had been called to the project of the Vermont Baptists, and that they 
had offered to transfer to the board appointed by the Baptist State 
convention the direction and control of the movement projected by 
themselves, provided the board would accept the trust and locate the 
proposed academy at Saxtons River. 

On the 28th of August following the board decided to accept the 
offer. In a circular issued September 11, 1872, the board, through a 
committee, announced that Mr. Jones had pledged $20,000; citizens of 
Saxtons River $30,000, and Baptists in other parts of the State $20,000. 



SECONDARY EDUCATION. 



109 



At a meeting of the convention board October 2, 1872, Rev. William 
N. Wilber, of Saxtons River, who had already been set at work by the 
academy board, was appointed agent to prosecute the work of raising 
funds. Within one year of the time of his appointment he was able 
to report that the subscriptions to the $100,000 endowment fund had 
been completed. 

After this he turned his attention to the raising of money for the 
purchase of land and erection of buildings. In 1876 the trustees made 
their first announcement, stating that the Vermont Academy would be 
open to students of both sexes on the 6th day of September. As no 
one of the school buildings was completed at that time, the school was 
opened in a private house, with Horace Mann Willard, A. M. , for 
principal. 

Principal Willard was a graduate of Brown University, and had been 
Superintendent of Schools in Gloucester and Newton, Mass. Under 
his administration the school grew rapidly in the number of pupils, 
and in the popularity and efficiency of its work. Mr. Willard con- 
tinued as principal for thirteen years, when in 1889 he was succeeded 
by the present principal, George Abner Williams, A. M., Ph. D., a 
graduate of Colgate University. 

During the first fourteen years of the academy's history, ending 
June, 1890, the number of students in attendance for each year was as 
follows: 



Year. 


Attend- 
ance. 


Year. 


Attend- 
ance. 


First 


56 
109 
126 
131 
139 
155 
175 
192 


Ninth 


195 




Tenth 


184 


Third . 




196 


Fourth 


Twelfth 


194 


Fifth 


Thirteenth 


193 


Sixth 


Fourteenth 


197 








Eighth 


2,242 







The number of different pupils in attendance these years was 1,151. 
The first graduating class was sent out in 1879. The number of 
graduates by years has been as follows: 



Class of — 


Number 
of grad- 
uates. 


Class of — 


Number 
of grad- 
uates. 


Class of — 


Number 
of grad- 
uates. 


1879 


2 
11 
16 
12 


1883 


14 
17 
18 
19 


1887 


15 


1880 


1884 


1888 


15 


1881 


1885. 


1889. 


15 


1882 


1886 


1890 


23 











Whole number of graduates in twelve years, 89 young men, 88 
young women. 

Graduates of Vermont Academy have studied or are now studying 
at Yale, Brown, Harvard, Amherst, Middlebury, University of Ver- 
mont, Lehigh, Boston University, Wesleyan, Wellesley, Smith, Vas- 
sal', Oberlin, University of Michigan, Williams, State University of 



110 HISTORY OF EDUCATION IN VERMONT. 

Colorado, Massachusetts Institute of Technology, Dartmouth, Newton 
Theological Seminary, law schools of Harvard, Boston University, 
Michigan State University, medical schools of Vermont University, 
College of Physicians and Surgeons, New York. 

The students of Vermont Academy have come from every New 
England State, also from New York, New Jersey, Pennsylvania, 
Virginia, Wisconsin, Ohio, Colorado, Michigan, Montana, Illinois, 
Wyoming, Alabama, Missouri; from eighteen States and Territories, 
and also from Ontario, Quebec, and Nova Scotia. 

During the }^ear ending June, 1890, of the total of 197 students, 75 
came from other States, or 38 per cent of the whole. 

The original purchase of land contained 36 acres, embracing a 
plateau about 30 feet above the village, in a beautiful maple grove. 
Recently Col. L. K. Fuller, president of the board of trustees, has 
purchased and presented to the academy a lot of land lying imme- 
diately north of the original purchase and consisting of 30 acres, and 
about 5 acres more in a separate lot. This last purchase will be used 
as a farm for the production of supplies for the table of the boarding 
hall, and opportunities will be given boys to help themselves by work 
thereon. 

A set of farm buildings, unique in design and excellently suited to 
their purpose, has been built; fine stock, consisting of Holstein cattle, 
Shropshire sheep, Plymouth Rock fowls, has been purchased; the 
most approved tools and farm machinery have been secured. All 
these things look toward the practical side, and the school work in 
physiology, botany, and chemistry will be made to connect in a prac- 
tical way with the farm. 

Vermont Academy aims to be a school where the boys and girls of 
Vermont and other States may be trained for their life work, and, as 
many of the students are the sons and daughters of farmers, they will 
here receive many valuable and suggestive object lessons in regard to 
the theory and practice of successful agriculture. 

The buildings already erected are the girls' dormitory, Jones Hall, 
named for Mr. Charles S. Jones, already mentioned; the boys' dormi- 
tory, Farnsworth Hall, named for Hon. John A. Farnsworth, a 
wealthy donor, resident of Saxtons River; Fuller Hall, named for 
Col. L. K. Fuller, containing the chapel, recitation and society rooms, 
laboratories, and all other public rooms; Proctor Hall, named for Joel 
Proctor, of Bolton, Mass., the dining hall; Armory Hall, which con- 
tains the gymnasium and furnishes a place for military drill in inclem- 
ent weather; the Sturtevant House, built by the late B. F. Sturtevant, 
of Jamaica Plains, Mass., the principal's house. This is built of wood; 
the others are substantial brick buildings. 

Besides these are the storehouse and other buildings essential to 
the equipment of the school. 



SECONDARY EDUCATION. Ill 

The dormitories accommodate 50 pupils each, and the rooms are so 
arranged that the sun shines into every room during- some portion of 
the day. These buildings, as well as the public rooms, are heated by 
steam, and they are also supplied with pure spring water brought 
from the hills in pipes. 

The location of the school is excellent. Saxtons River is 4J- miles 
west from Bellows Falls, an important railroad junction, yet closely 
connected therewith by telephone, telegraph, and stage. 

The landscape about Saxtons River is agreeably diversified with hill 
and dale, field and forest, and is restful to the eye and brain, when 
wearied from study. 

Two regular courses of study are provided, covering four years 
each : First, the college preparatory or classical course, which prepares 
students to enter any of our colleges; second, the academic course, de- 
signed for those who do not contemplate a subsequent course of study 
and which embraces a broader range of subjects than the classical 
course. All colleges which admit students on certificate admit appli- 
cants in this manner from Vermont Academy. Students who are 
unable to pursue either of these courses may take selected studies, and 
a preparatory course is provided for those who choose to enter the 
school before they are sufficiently advanced to enter either of the reg- 
ular courses. French, drawing, painting, vocal and instrumental 
music, and elocution, receive special attention, each of these depart- 
ments being under charge of specialists. 

Once a week the whole school meets for discussion of ''current 
topics." 

Among the aids to the instruction of the class room are the following: 
A well -selected and constantly increasing apparatus for the illustration 
of the natural sciences, history, and geography; a library consisting of 
about 1,500 volumes; a reading room containing about 50 papers and 
periodicals ; occasional lectures and concerts by first-class speakers and 
singers. 

Three literary societies are sustained by the students — the Pi Beta 
Phi and Athenaeum by the boys and the Kappa Pi by the girls. A 
periodical is published by the Pi Beta Phi twice a term, entitled the 
"Vermont Academy Life," which compares favorably with other 
school publications of its kind. 

Pecuniary aid is furnished deserving students from the income of 
seven scholarships of $1,000 each and from private benevolence. Some 
of the pupils earn a part of their expenses by work. 

Tuition is free to the children of all pastors and of all deceased pas- 
tors of Vermont of whatever denomination. 

But it is not the sole aim of Vermont Academy to furnish oppor- 
tunities for mental culture. There is a trinity in man — body, mind, 
and soul — and this fact is recognized in the instruction given at this 
institution. 



112 HISTORY OF EDUCATION IN VEKMONT. 

For the sake of health and physical development the boys receive 
drill in military tactics and the girls in light gymnastics three times a 
week. The military department is now under the charge of Lieut. 
George W. Gatchell, Fourth Artillery, U. S. A., a graduate of West 
Point in the class of 1887. He is detailed to Vermont Academy by 
the United States Government. The new tactics are already in use. 

Special regard is had for the Christian culture of the pupils. The 
school was founded as a Christian school. The avowed aim of the 
leaders in its management and its board of instruction is to make the 
school a center of Christian culture and influence. The Y. M. C. A. 
and the Y. W. C. A. have flourishing branches, and the girls also 
sustain an organization of the King's Daughters. 

The motto of the academy seal is "Discere verba et opera Dei" (to 
learn the words and the works of God). The traditions of the school 
and the spirit of its management have been in harmony with this motto, 
and while the academy is not sectarian in spirit or in teaching, it is 
maintained that in every true, well-rounded education the religious 
element is essential. 

The present board of teachers consists of the principal, George A. 
Williams, A. M., Ph. D., who has classes in Greek, and the lady prin- 
cipal, Miss Frances L. Davis, who has the department of psychology 
and literature, assisted by 11 teachers in the different departments. 

THE VERMONT EPISCOPAL INSTITUTE. 

The Vermont Episcopal Institute was founded by the Right. Rev. John 
Henry Hopkins, D. D., LL. D., first bishop of Vermont, and incor- 
porated by the legislature November 14, 1854. John H. Hopkins, 
Charles B. Marvin, Thomas H. Canfield, Edward J. Phelps, and 
Albert L. Catlin constituted the first board of trustees. The property 
held by the corporation consists of a tract of land 100 acres in extent, 
on Rock Point, distant about 2 miles from the Burlington post-office, 
directly across the bay and within view of the city, possessing advan 
tages of extraordinary attraction in point of healthfulness, pure air, 
and beautiful scenery. In point of scenery, especially, the location is 
unexcelled. Rock Point itself is well known for its wild, picturesque 
aspect; but the lovely view it affords of the lake, the city, the Green 
and Adirondack mountains, surpasses its own picturesqueness, and sit- 
uated also, as it is, in the midst of an historical region, the site is a 
peculiarly advantageous one for a school and seminary of learning. 
The institute is a large stone building, erected from varieties of mar- 
ble found upon the place, 125 feet long, 57 feet wide at the north end, 
and 66 feet wide at the southern end, in which is a beautiful chapel, 
complete, for the accommodation of 150 persons, and equipped with 
all appurtenances for a first-clasp boarding school, which will accom- 
modate 75 pupils, with the principal and his family. The style of 



SECONDARY EDUCATION. 113 

architecture is the collegiate Gothic, of the same general character as 
prevails in the English universities of Oxford and Cambridge. The 
building itself, with its deeply recessed windows and doors, tall, pro- 
jecting tower, and walls flanked with buttresses, presents an appear- 
ance which is universally considered grand and impressive. The 
school has been in operation twenty-four years, the first twenty years 
in charge of Rev. Theodore A. Hopkins, a son of the late bishop. 
Mr. Hopkins was succeeded by Henry H. Ross, A. M.,an experienced 
teacher, well fitted for maintaining and increasing the high standard 
of instruction established by his predecessor. The school year at the 
institute is forty weeks, generally beginning about September 1, and 
closing on the first Wednesday in June. The best of opportunities 
exist for outdoor exercise. The varied grounds form a pleasant place 
for boys to ramble in the woods, and a well-prepared playground 
affords opportunity for football and baseball. During the past few 
years extensive improvements have been made in the buildings and a 
new gymnasium has been built. Boys are trained for any American 
college or scientific schools or prepared at once for business. 

BISHOP HOPKINS HALL. 

(The diocesan school for young ladies at Rock Point.) 

On the 5th of August, 1885, the late John P. Howard bequeathed 
$20,000 as an endowment for the young ladies' school at Rock Point, 
provided suitable buildings should be erected therefor by the trustees 
of the Vermont Episcopal Institute, or the sum of $40,000 be raised 
within one year after his death for such buildings. Mr. Howard died 
October 10, 1885, and before October 10, 1886, the trustees had raised 
the $40,000 as required. In 1887 the executive committee, after a full 
consultation with the architect, agreed upon all the details of the 
plans, selected a site, and authorized Mr. Canfield to proceed forthwith 
to execute the plans and erect the buildings. 

The school is of a high standard, preparing for entrance to Wellesley, 
Smith, or Vassar colleges by those who desire to enter them, or to 
carry forward those who do not to a more advanced and finished 
education. 

The handsome educational edifice is 124 feet long and 62 feet wide. 
It is built of stone quarried in the immediate neighborhood and is 4 
stories in height. The style of architecture is a collegiate or academ- 
ical gothic, with steep roofs, gables, a cupola, and central tower over 
the stair projection, treated in forms of massive basement stone walls, 
principal story stone walls with corners laid in a whitish stone in 
regular bond. The tower is arranged so that a very extensive and 
beautiful prospect can be viewed from it for miles in every direction. 
Looked at from either side, the drive or lawn or lake, the building 
will ever be taken for just what it is, a church educational edifice. 
3177 8 . 



114 HISTORY OF EDUCATION IN VERMONT. 

LYNDON INSTITUTE. 
By Walter Eugene Ranger, A. M., Principal. 

The story of Lyndon Institute is that of most academies. A few 
schools, established by some princely gift, have begun life like youth 
born to luxury, but most have been founded in the toil and self-sacri- 
fice, in the prayers and faith of many benefactors. This institution 
was chartered in 1867 and founded in 1869. Its beginnings, however, 
were of an earlier date. The imagination may readity supply the story 
of raising funds, of contributions large and small, of labor contributed 
by those having no money to offer, of hope alternating with disap- 
pointment, of progress and delay, and of the ultimate completion of 
the building. The founders of the institution were mostly of the Free 
Baptist faith; it was fostered by the denomination, and its past useful- 
ness and honor, and also whatever service it shall render in the future, 
will give honor to this body of Christians. 

The institute building is a fine structure of brick and granite 100 by 
70 feet, having a basement, two stories, and a French roof. The erec- 
tion of the building exhausted all available funds, and the school 
opened in great want of furniture and apparatus. 

In the autumn of 1870 the school opened with George W. Worthen 
as principal. J. C. Hopkins, A. M., was principal in the year 1871-72 
and John Sewall Brown, A. M., in the years 1872-1881. The average 
attendance of pupils during these eleven years was 67. During this 
period praiseworthy work was done under adverse circumstances. 
Nearly thirty students were graduated and several hundred were 
instructed. Among these are many men and women who to-day fill 
positions of service and honor. But the attempt to maintain a school 
of high standard without endowment failed, and the school was closed 
in 1881. 

Soon the friends of the school by active measures raised an endow- 
ment of $25,000 and improved the school property to the extent of 
$8,000. These repairs consisted chiefly in finishing and furnishing the 
basement and third floor. 

In the autumn of 1883 the school was reopened with Walter Eugene 
Ranger, A. M., as principal, and with three associate teachers. Mr. 
Ranger has been at the head of the school for several years. There are 
now 10 teachers. During these eight years the board of instruction has 
been eminent for its sound scholarship and professional skill. Its 
teachers have all been graduates of colleges and higher institutions of 
learning. Some have had the advantages of foreign and postgraduate 
study. The school began in 1883 with 53 pupils and for two years 
grew slowly. Its numbers have doubled in the past four years. In 
the last fall term 160 were registered. The average attendance for the 
current year is 140, and 225 different pupils are enrolled for the year. 



SECONDARY EDUCATION. 115 

During the eight years 775 different students have been in attendance, 
and in the past six years 73 have been graduated from the four-year 
courses and 87 from the commercial department. 

The institute offers four courses of study — four years' college pre- 
paratory, four years' ladies' classical, four years' scientific, and one year 
commercial. There are also departments of music, art, elocution, pho- 
nography, and typewriting. 

During the eight years about $3,500 has been raised and expended in 
furniture and school supplies. The institute has a chemical laboratory, 
a large and very valuable cabinet of minerals, fossils, etc. , a well-fur- 
nished art studio, a fine reading room, a library of 800 volumes, elegant 
parlors and other rooms, philosophical apparatus, etc. It has also 
steam heat, spring water, a boarding department, and large grounds. 

In 1883 the cabinet was greatly enhanced by the acquisition of a 
fine collection of minerals, fossils, woods, birds, shells, etc., at an 
expense of several hundred dollars. Other valuable additions have 
been made. It occupies a large room, fitted up for the purpose, with 
cases of glass and cherry. It now contains over 3,000 specimens, is 
constantly increased by additions, and in extent, variety, and quality 
of its specimens is equaled by few school cabinets. 

The chemical laboratory is arranged for individual experimenting, 
and is supplied with sufficient apparatus. In the past it has been of 
inestimable service to classes in chemistry. 

The philosophical and other apparatus, though somewhat limited, 
is of very considerable value. It is expected that additions will soon 
be made. 

The Young Gentlemen's Philadelphian and the Young Ladies' Lit- 
erary societies have been organized for several years for intellectual 
improvement and drill in parliamentary usage. These societies are 
under the management of students and their activity depends upon 
the interest of their members. 

The Natural History Society was organized for the study of natural 
objects. Its work is under the supervision of the teacher of natural 
science and is a part of the regular work in natural history. 

The Christian Association of Lyndon Institute was organized for 
the advancement of the cause of Christ and for the Christian culture 
of its members. Since its organization it has been in a most vigorous 
condition. 

The Artemian Athletic Association was organized a few years ago 
to promote field sports and enlarge opportunities of students for 
physical culture. 

A permanent organization of the graduates of Lyndon Institute was 
effected at a meeting held in the chapel June .12, 1889. Prizes are 
awarded each year for excellence in public declamation, as also honors 
for general scholarship. 



116 HISTORY OF EDUCATION IN VERMONT. 

During 1891 a new boarding hall was erected, called the "Sanborn 
Students' Home." It is named in honor of Mr. I. W. Sanborn, secre- 
tary and treasurer of the institute, and one of its constant benefactors 
since its organization. 

Among the many benefactors of the institute are Hon. S. S. Thomp- 
son, D. P. Hall,'T. N. Vail, and L. B. Harris, who have given the larg- 
est sums. The aggregate gifts of the first two amount to more than 
$35,000. Very many others have rendered as worthy service in gifts 
and labor. 

GREEN MOUNTAIN SEMINARY. 

The Green Mountain Seminary was founded about twenty years ago 
by the Free Baptist denomination of Vermont, and is open to both 
sexes. Besides the English, classical, and college preparatory courses, 
much attention is given to music, art, and elocution. But one of the 
chief features of the seminary is the Minard Commercial School, which 
affords excellent advantages for acquiring a thorough business educa- 
tion. It has a large corps of teachers, commodious building, and is 
located at Waterbury Center in the midst of some of the grandest 
scenery of Vermont. 

TROY CONFERENCE ACADEMY. 

The history of the academy dates from the organization of the Troy 
Conference of the Methodist Episcopal Church, which in 1833 was 
formed from the northern part of the New York Conference, being 
bounded on the north by Canada, on the east by the Green Mountains 
of Vermont and Massachusetts, reaching about 15 miles south of 
Albany and extending west to Fort Plain, thence north to Canada. 

In the new conference thus formed were men of deep piety, marked 
ability, and sincere earnestness, who clearly saw and deeply felt the 
need of a school for the young of their communities. In 1834 a 
charter was obtained from the legislature of Vermont. The institu- 
tion was located at Poultney, then as now a typical New England vil- 
lage. Sixty years ago the Methodist Church had little money at its 
command, but when called upon to contribute for an academy the con- 
ference responded liberally. There is no more pathetic page in the 
church's history than that which records its generosity to her educa- 
tional enterprises. Some of the preachers literally divided their living 
with the schools. 

Forty thousand dollars was needed, and in the Christian Advocate 
and Journal of September, 1836, we find an appeal by S. D. Ferguson 
and Cyrus Prindle, as agents, calling for funds. In it they say: 

The board of trustees have purchased a farm of 100 acres for $5,000 and the build- 
ings for the school are going up. The main building is 112 feet long b3 T 36 wide, to 
be four stories above the basement, and the rear building 90 feet long and three 



SECONDARY EDUCATION. 117 

stories above the basement. The buildings will be very substantial and well adapted 
to the end for which they are designed; the site is a lovely one. The school is to 
open the 1st of September. It is a part of the plan of the school to connect with it 
the manual-labor system. This is required, first, for the preservation of the health 
of students, and second, to bring education within the reach of those who are not 
able to pay the full amount of tuition and board in ordinary academies. This class 
is very numerous, and they are looking anxiously to the complete establishment of 
our academy in Poultney, with high hopes of obtaining a good education. 

The building was ready for the fall term of 1837. However, the 
trustees opened a school a year earlier in a house standing on the farm, 
with S. S. Stocking as principal, who gave place at the end of the year 
to Daniel Curry, later the distinguished journalist and author. Stu- 
dents came in large numbers, and the school took high rank. But some 
part of the cost of the property remained unpaid. This debt soon 
became a source of embarrassment, and to be free from it the trustees 
in 1855 gave a perpetual lease to Rev. Joshua Poor. From 1855 to 
1863 Mr. Poor conducted the school as a private enterprise, retaining 
its name and nominal relations to the conference. In 1863 the prop- 
erty passed into the hands of Rev. John Newman, D. D., who changed 
the school into one for ladies only, under the name of Ripley Female 
College. In 1871 the conference repurchased the property and restored 
to the school its original character and name. Rev. M. E. Cady , D. D. , 
was the first principal. Upon his resignation in 1877 Charles H. 
Dunton, D. D., who had been a teacher in the institution since its 
resuscitation, was elected to the position, which he continues to fill. 

During recent years a fine building for chapel, recitation, and society 
purposes has been erected, at a cost of $14,000. The property is now 
estimated at $70,000, upon which there is no debt. 

Colleg-e preparation is made a specialty, though generous provision 
is made for those who will complete their school da}^s in the academy 
or go from it directly to professional schools. Graduate courses in the 
music, art, and commercial departments are also maintained. 

About 6,000 different students have been enrolled. Forty -three per 
cent of all the male graduates have entered the Christian ministry. 
For four years the number of applicants for admission has exceeded 
the capacity of the buildings. 

Among the principals who have left their individual impress upon 
the academy should be mentioned Jesse T. Peck, Orin Faville, and 
Ralza M. Manley. Dr. Peck was at the head of the school from 1840 
to 1848, and resigned to take the presidency of Dickenson College. 
He was elected a bishop of the Methodist Episcopal Church in 1872. 
Mr. Faville, after leaving Poultney, was lieutenant-governor and 
superintendent of public instruction of the State of Iowa. Mr. Man- 
ley is now a professor in Wellesley College. 

Among the subordinate teachers were Erastus Wentworth, D. D. ; 
James Strong, S. T. D., professor of exegetical theology in Drew 



IIS HISTORY OF EDUCATION IN VERMONT. 

Theological Seminary; Henry R. Pearson, late chancellor of the Uni- 
versity of the State of New York; W. P. Coddington, professor of 
Greek in Syracuse University; Rev. R. H. Howard. 

Among those who received their academic training in the academy 
are the late Judge W. C. Dunton, of Vermont; Ezek Cowen, of the 
court of appeals of New York; Professor Petty, of Burlington; Hon. 
P. K. Gleed, of Morristown; Hon. R. A. Parmeter and F. J. Parme- 
ter of Tro} T ; Gen. George S. Batcheller, minister to Portugal; Mrs. 
Julia C. R. Dorr; Gens. W. Y. and Edward Ripley; Rev. Dr. Merrit 
Hulburd; Prof. L. A. Austin, and Rev. Dr. Joseph E. King. 

VERMONT METHODIST SEMINARY. 

Angust 13, 1832, Capt. Alden Partridge and Hon. D. A. A. Buck 
addressed the New Hampshire conference at Lyndon, Vt. , on the sub- 
ject of founding and maintaining a literary institution within its bor- 
ders. The conference appointed a committee, of which Solomon Sias 
was chairman, to consider the subject referred to. This committee 
reported that ' ' in their opinion the time had come for the conference 
to extend its patronage to a literary institution within its borders;" 
and recommended that ' ' a committee of seven be appointed to enter- 
tain propositions for locating this literary and scientific institution, 
with power to make contracts and enter into any arrangements neces- 
sary to carry the contemplated object into effect." The report was 
adopted and seven leading members of the conference appointed. ' Of 
three towns desiring the school, Newbury was selected because of the 
central and very desirable location, and because the town offered to 
contribute $6,000, which was half the estimated cost of the buildings. 
The seminary was chartered in November, 1833, and opened in Sep- 
tember, 1834. Funds were solicited by the first treasurer, Timoth}^ 
Morse, and the building erected under his direct supervision, from 
plans furnished by Wilbur Fisk of sainted memory. Rev. Charles 
Adams, D. D. , whose very useful and distinguished life ended in Wash- 
ington, D. C, in 1890, was the first principal, with Rev. O. C. Baker, 
afterwards a bishop of the Methodist Episcopal Church, as assistant, 
and Miss Elsie French (later Mrs. Joel Cooper) preceptress. Thus 
was founded what is to-day the Vermont Methodist Seminary. 

Dr. Adams remained in charge of the school for five years, during 
which time the attendance increased from 122 to 326, and the institu- 
tion came into very general favor throughout the conference. He 
was succeeded by Professor Baker, who likewise held the office for 
half a decade. Under his wise and popular management the success 
and prosperity of the past were not only continued but greatly aug- 
mented. It is not too much to say that very few men ever wielded so 
strong an influence over their pupils as did Principal Baker over the 
young men and women of Newbury during his ten years of service 



SECONDARY EDUCATION. 119 

there as teacher and principal. In addition to the duties incident to 
his office he organized and taught a class in systematic theology. 
Later this developed into the Newbury Biblical Institute, which in 
1846 was moved to Concord, N. H., and is now the School of Theology 
of Boston University. 

In 1844 Dr. Baker resigned to enter the pastorate, and was succeeded 
by Clark T. Hinman, D. D., afterwards founder and first president 
of the Northwestern University. From 1848 to 1854 the seminary was 
under the management of Joseph E. King, D. D., for the past thirty- 
seven years president of Fort Edward (N. Y.) Collegiate Institute. His 
administration may be styled among the most brilliant and successful 
in the entire history of the school. One very important measure of 
that period was the establishing of the Female Collegiate Institute, 
chartered in November, 1849, and "designed to afford young ladies a 
thorough, systematic, and liberal course of study." The institute has 
gathered to its fostering care many of the brightest and best young 
ladies of the Green Mountain and Granite States, and numbers among 
its hundreds of graduates some of the strongest and noblest women 
of the land. 

The principals for the remaining fourteen years at Newbury were: 
Prof. Henry S. Noyes, Dr. C. W. Cushing, Rev. F. E. King, Rev. 
George C. Smith, Rev. S. E. Quimby, and Rev. S. F. Chester. 

For the first ten years Newbury Seminary was peculiarly fortunate 
in its location, being central to the conference and in one of the quiet- 
est and most charming of New England towns. But in 1844 the gen- 
eral conference designated the eastern portion of this State as the 
Vermont conference, and in 1860 joined to it the Burlington &nd St. 
Albans districts. Soon after the division of her territory, the New 
Hampshire conference established a seminary under her own control 
and patronage. These changes in conference boundaries left Newbury 
at the extreme eastern side of its patronizing territory. 

Springfield Seminary, which was established about 1845, and for a 
time was quite a rival of Newbury, was not more central; nor did it 
seem wise to longer divide the patronage between the two schools. 
Moreover, funds were needed to repair the old buildings at Newbury 
or to construct new ones. To several members of the conference and 
to the trustees of both institutions this seemed the time for a union 
md removal to a more central location. Accordingly, after much dis- 
cussion and a spirited canvass of the advantages offered respectively by 
Newbury, West Randolph, Northfield, Waterbury, and Montpelier, a 
removal was agreed upon, and the last-named place selected. To the 
enterprise the town contributed the grounds formerly used for the 
United States hospital, and valued at $20,000. November 6, 1865, the 
seminary was rechartered under the name of the Vermont Conference 
Seminary and Female College, and in the autumn of 1868 was moved 



120 HISTOKY OF EDUCATION IN VERMONT. 

bo its present location. The boarding-house furnishings and school 
apparatus were brought from Newbury, while Springfield contributed 
the entire proceeds from the sale of that property. Thus, by mutual 
consent the two seminaries were merged into one, having a location 
central to the conference and State. 

Prof. S. F. Chester continued at the head of the school for two 
years after its removal to Montpelier. Though there was great need 
of funds in order that the school might be properly equipped, it is 
doubtful if in any period of its history the seminary has taken higher 
rank both as regards the number and character of the students and 
the quality and thoroughness of the instruction received. The largest 
number of students in attendance during any term was 221. 

During the administrations of the two following principals, Rev. C. W. 
Wilder and Rev. J. C. W. Coxe, D. D., under the superintendence of 
Rev. S. Holman and Rev. A. G. Button, a large, beautiful, and well- 
arranged academic building was erected and opened for use in the 
autumn of 1872, the grounds were improved, and the high character 
of the seminary maintained, so that it ranked as one of the best 
secondary schools in the State. It graduated a large number of young 
men and women who took leading positions in colleges in New England 
and in some of the Central and Western States. The value of the school 
property was then fixed at $82,000. For a number of years following 
1874 the school, first under the principalship of Rev. L. White and 
later under that of Rev. J. B. South worth, enjoyed a less degree of 
prosperity. 

In 1877 the trustees essayed an experiment destined to be unsuc- 
cessful. They entered into an agreement with the Rev. J. B. South- 
worth by which Mr. South worth assumed the management of the 
institution for a period of five years and with full financial responsi- 
bility. At first success attended this arrangement, but before the 
lease expired financial embarrassment caused Mr. Southworth to retire. 
In scarcely any case has it been found to be a good thing for the trus- 
tees of Vermont schools to even temporarily resign their control. On 
the other hand, the assumption of financial responsibility by the prin- 
cipals of schools has as a rule resulted in failure. 

In constructing the new building the seminary became burdened 
with debt, so that later its usefulness, if not its existence, was seriously 
imperiled. The most important and successful effort for the removal 
of this incubus was made in 1882, when Rev. J. D. Beeman was elected 
president. In five years he increased the attendance by nearly 100 
per cent, and raised over $30,000 in form of annuities and a permanent 
scholarship fund of about $15,000. During the ten years since his 
election President Beeman has devoted his time exclusively to improv- 
ing the seminary's finances. 



SECONDARY EDUCATION. 121 

During" the first forty years of its history the seminary was without 
endowment. However, in 1875 Noah Granger began the task of 
raising a fund of $50,000, nearly all of which has now been secured. 
His faithful, unyielding, and heroic efforts claim from every friend 
of the school prompt and grateful recognition. 

The present valuation of the property (July 1, 1891) shows the total 
amount in academic building, boarding houses, cottages, and building 
lots to be $94,450; furniture and fixtures, $12,540.09; total, $106,990.09. 
General endowment, interest bearing, $12,717.64; real-estate endow- 
ment, $5,000; scholarship endowment, $6,500; total endowment, 
$34,217.64. 

THE SEMINARY AS IT IS TO-DAY. 

The location is most healthful and delightful. The grounds are 
100 feet above the town and fully 600 feet above sea level. They are 
distant from the principal streets about a half mile, so that the school 
shares all the advantages of a large town, but escapes the disadvantages. 
In every direction may be seen hills and valleys of surpassing beauty, 
while 20 miles to the west, in full view, is one of the highest peaks in 
the Green Mountain system. The class of 1890 secured a handsome 
fund to be expended upon the campus. Among the improvements 
are nicely plotted base and foot ball grounds, tennis courts, ornamental 
trees, fine walks, and a fountain, which was dedicated in 1891, costing 
in the vicinity of $1,000. With these improvements it is believed that 
they are among the most attractive school grounds in New England. 

The seminary edifice, completed in 1872, is a substantial 4-story 
brick building, 115 feet long and 65 feet wide. The boarding house 
is a frame structure, containing accommodations for 150 persons. 
The three subboarding houses offer rooms for about 70 students. The 
buildings are all lighted by electricity, and plans are making whereby 
the brick structure may soon be heated by steam. 

The seminary has always been favored in the class of students 
gathered in her halls. From the days of Judge D. N. Cooley, the 
sainted Professor Harrington, Hon. Alden Speare, Dr. George M. 
Steele, Mrs. C. S. Harrington, and Mrs. C. P. Taplin, until now, her 
boys and girls have come with less money than character, with less 
conceit than downright ability and stalwart purposes. 

Founded through the self-denial and self-sacrifice of godly men and 
women, the subject of their devout and earnest prayers, this always 
has been a Christian school. Rarely does a student complete his 
course without coming to feel and confess his need of the Divine 
Teacher. Although the seminary is under control of trustees and 
faculty belonging to the Methodist Episcopal Church, still its doors 
are open to all. 



122 HISTORY OF EDUCATION IN VERMONT. 

Since 1S82 the number of students in attendance has more than 
doubled and is now believed to be as large as at any former period. 1 
This remarkable growth may be attributed in part to a higher grade 
of instruction. The teachers have been instructed with much care, 
and sometimes at much greater expense. The departments are com- 
ing to have more than a local reputation. While others might be 
mentioned, we refer to the music only. Here are found a full line of 
good musical instruments, including a 2-manual pipe organ of 21 
registers, a director who is a recognized master in his profession, and 
an arrangement whereby our graduates may, without examination, 
enter the last grade of the New England Conservatory. 

The seminary has seven appointed courses of study, namely: First, 
modern, four years; second, music, four years; third, art, three years; 
fourth, college preparatory, four years; fifth, Latin college prepara- 
tory, four years; sixth, Latin scientific, four years; seventh, colle- 
giate, four years. 

A department in typewriting has also been established. 

Provision is made for normal instruction. 

The regular courses give thorough instruction in common and higher 
English, as well as in other branches included in the most advanced 
normal courses; and by electing from these, students desiring to teach 
may acquire the best preparation for their work. The number of 
teachers employed is believed to be sufficiently large, so that the care- 
ful student may become well acquainted with the best methods of 
instruction and government. 

Many other advantages for intellectual culture are also afforded. 
Among these may be named: 

(1) Literary societies. — The ^Esthetic, the Lac 1 s' Literary, the 
Band, and the Adelphi societies, all of which are in a prosperous con- 
dition. The societies have neatly furnished rooms and carefully 
selected libraries. 

(2) Reading room. — The seminary reading room is well supplied 
with the leading papers and magazines. 

(3) Lectures. — Lectures upon scientific and other topics are given 
from time to time for the benefit of the school. A good course of 
lectures and concerts is maintained in town by the Ladies" Library 
Guild. 

(4) Library. — The alumni library contains about 1,000 volumes, and 
is open to the students, both for reference and circulation. 

1 Number of graduates for 1891, 17; number in collegiate course, 1; number in 
Latin scientific course, 9; number in college preparat ,ry course, 55; number in Latin 
college preparatory course, 18; number in modern course, 99; number of unclassified, 
61; number in music or art only, 48; number of students in art, 39; number in 
piano, 57; number in organ, 2; number in harmony, 7; total in instrumental music, 
66; number in vocal music, 50; total in music department, 116; attendance, fall 
term, 240; attendance, winter term, 212; attendance, spring term, 168; total attend- 
ance by terms, 620; total number registered, 308. 



SECONDARY EDUCATION. 123 

(5) Cabinet. — The cabinet has recently been enlarged by the Frederic 
Cabinet, the gift of Prof. Solomon Sias, and now contains about 2,000 
mineralogical specimens. It has received some very valuable addi- 
tions in recent years. 

The trustees, by authority of the State of Vermont, "are authorized 
and empowered to establish and confer on female pupils whom they 
shall deem worthy thereof, and who shall have completed the regular 
course of study prescribed in said college, all such literary honors 
and degrees as are usually conferred by the best academies, seminaries, 
or female colleges. " 

Lady students who satisfactorily complete the collegiate course 
receive the degree of Mistress of Liberal Arts and those who satisfac- 
torily complete the Latin-scientific course the degree of Mistress of 
English Literature. 

An average standing of 96 for all the terms a student has been 
connected with the institution, provided it be two or more, will entitle 
that student to a first honor at graduation. An average standing of 
91 will entitle a student to a second honor at graduation. 

Recently a plan has been adopted by which a few scholarships have 
been secured, the income from which is to be applied for the benefit of 
indigent students. 

Prizes are awarded at the close of the year to those students who 
have excelled in general scholarship, Latin, mathematics, English 
composition, declamation, and recitations. Nine prizes were so 
awarded in 1891. 

The necessary expenditures of a student for the school year are very 
moderate, the entire cost of room, board, and tuition in common Eng- 
lish being less than $150. 

Rev. E. A. Bishop, who was called to the seminary in 1881, is still 
the very efficient and popular principal. Mr. Bishop is a native of 
Wrightstown, N. J., where he was born August 24, 1852. He was 
fitted privately for college, graduated from the Wesleyan University 
in 1878, taught in Bordentown Female College one year, and was prin- 
cipal of the Durham (Conn.) Academy two years. His administration 
of the school has been eminently satisfactory and successful. 

The institution to-day is in a most flourishing condition. It is not 
only one of the largest and best-known seminaries in Vermont, but it 
is doing a work of great importance through the hundreds of young 
men and women whom it annually educates. Its principals have been 
men of ability, perseverance, and energy, excelling in works of devo- 
tion and loyal self-sacrifice. Its teachers * have taken rank among the 
most successful, most earnest, most conscientious educators in the 
State. 

a In this list is found the name of the author of this monograph, who served the 
seminary as teacher of Latin and Greek for the six years from 1868, when the school 
was first opened, at Montpelier, to 1874. 



124 HISTOKX OF EDUCATION IN VERMONT. 

ST. JOHNSBURY ACADEMY. 
By C. E. Putney, Ph. D., Principal. 

The St. Johnsbury Academy is situated at St. Johnsbury, Vt. No 
location could have been selected better adapted to the purposes of 
such a school — more beautiful in natural scenery, more healthful, or 
freer from temptations. 

The late Messrs. Erastus, Thaddeus, and Joseph P. Fairbanks, to 
whom St. Johnsbury is largely indebted for its prosperity, were men 
of large intelligence, broad views, and generous sympathies. Although 
their own opportunities for education were limited, they placed a high 
estimate upon sound and thorough instruction and culture, so directed 
and pursued as to produce strong, symmetrical, manly and womanly 
character. Thus wisely discerning the demands that were to be made 
upon the young men and women of their day, they were moved by a 
benevolent desire to place within the reach of the young people of 
their community the advantages of a good school. This desire ripened 
into a purpose, the nature and drift of which will appear from the 
following quotation from a letter addressed by Mr. Joseph P. Fair- 
banks to Mr. James K. Colby, whom they most fortunately secured to 
inaugurate the work of the academy. Mr. Fairbanks says: 

I address you in regard to the establishment of an academy in this place, for which 
we wish to procure your services as instructor. The design of this institution has 
been formed by my brothers and myself, and, if carried out, will be done principally 
at our expense. There are some points in regard to the character of the school 
which we wish to secure, and which it will be well to name to you. 

In the first place, we wish the school to have a decidedly religious character. We 
deem it very important that moral and religious instruction should accompany intel- 
lectual and be interwoven with it. By religious instruction we do not mean the 
teaching of party or sectarian views, but a constant and efficient religious influence, 
aiming at conversion of the heart and the implanting of sound religious principles in 
the character. 

In the next place, we wish to aim at the cultivation and improvement of the men- 
tal faculties rather than mere acquisition. We believe that pupils are too often 
driven through various branches of study, acquiring only a superficial acquaintance 
with them, and deriving little advantage from mental training, whereas the great 
object of education, in our view, is discipline of the mental faculties, thus laying the 
foundations of future acquisition. 

Again, we wish the course of instruction to be thorough as far as it goes. We 
deem it of great importance that the habit should be early formed of doing well 
whatever is undertaken; and we would have our pupils learn perfectly the mere 
rudiments of literature and science rather than bestow superficial attention on a 
larger range of study. 

In short, we wish to establish an academy on such grounds as will insure a thorough 
and systematic education and lay the foundation for a consistent, sound, and useful 
character, not aiming at popularity so much as real usefulness. 

This letter was written February 26, 1842. In the fall of the same 
year the academy was launched upon its noble mission in unpretending 



SECONDARY EDUCATION. 125 

style in rooms of a private house, but, like many another useful enter- 
prise of humble beginning, it was destined to broaden the limits of its 
influence and field of service. Facilities for this enlarged usefulness 
were furnished in the same generous and energetic manner in which 
the enterprise was started. In 1843 a building 61 by 42 feet, amply 
sufficient for the needs of the school at that time, was erected, within 
whose walls most excellent work of the character indicated in the letter 
above quoted was done for a period of thirty years. In this building 
James K. Colby presided over the school for a period of twenty-three 
years. Rev. E. T. Fairbanks, one of the earliest pupils, says of Mr. 
Colby: 

His commanding form moved about as inseparable from that place, the very soul of 
it. His conscientious care, his firmness of discipline, his dignified, elevating influence 
gave at once a character to the school, which realized the high hopes of its founders 
and left its mark on all that generation of students. 

The patronage from the first gave ample proof that the founders 
had correctly discerned and provided for an existing need. 

The first catalogue, that of 1843, registers 101 names; only four 
years later 251 names are catalogued. The average attendance by 
terms during Mr. Colby's administration was never less than 50, often 
100 and 125. During this period nearly 2,000 different pupils came 
under the instruction and salutary influence of the academy, thus 
becoming equipped, many of them, for lives which have proven both 
brilliant and useful. 

The scope and character of the work done are thus set forth in the 
early catalogues: 

The school possesses peculiar advantages for instruction in the classical and higher 
English studies. It is intended to make the course of study pursued in the school a 
means of thorough intellectual discipline, such discipline as will develop the capaci- 
ties of the student and make him acquainted with himself. 

Under the faithful, watchful supervision and thorough instruction 
of Mr. Colby the ideal above set forth was realized. There were 
associated with the principal during these years, for periods varying 
from one term to five years, more than seventy assistant teachers, 
some of whom have since ranked among the leading educators of New 
England. Mr. Colby died August 13, 1866, "greatly beloved and 
lamented." For two years succeeding Principal Colby's death the 
school was under the charge of Henry C. Ide, A. B. , a graduate of 
Dartmouth College and a man of scholarly attainments and superior 
ability. He was succeeded by Elijah Phillips, a graduate of Middle- 
bury, who retired in January, 1869; Homer T. Fuller, then a student 
in Union Theological Seminary, with two assistants, finished the school 
year. Then until January, 1871, Charles H. Chandler, A. B., was 
principal. In the spring of 1870 it was definitely determined by the 
trustees to enlarge the work of the school. South Hall, a brick struc- 



126 HISTORY OF EDUCATION IN VERMONT. 

ture to contain 60 rooms and to be used for the residence of teachers 
and students, was erected and ready for occupancy August, 1871. 

In February, 1871, Homer T. Fuller entered upon his duties as 
principal. With his appointment the academy entered upon an era of 
remarkable prosperity. During the civil war and for several years 
subsequent to its close the attendance was much reduced, an experi- 
ence common at that time to many schools and colleges. Principal 
Fuller, a man of great energy and executive ability and an excellent 
instructor, proved the right man for the school in the condition in 
which he found it. In one year the attendance increased from 70 
to 160. 

The old academy building was now evidently too small to accommo- 
date the growing constituency. It was determined to build a new 
edifice, and in the autumn of 1873 the present building was finished 
and dedicated, and has proved convenient for the general uses of the 
school. The ample basement, 18 feet high, contains coal and store 
rooms, janitor's room, wash and water closets, and heating apparatus. 
The first floor has, besides entrances and stairway halls, the principal's 
office, four recitation rooms, chemical laboratory, philosophical- 
apparatus room, and wardrobes. On the second floor are two class 
rooms, a chapel (also used for a general study and class room), and 
two smaller rooms. The third floor has a hall easily seating 1,000 
persons, and two music rooms. The whole building is heated by steam, 
lighted by gas, and well supplied with water. 

With enlarged facilities for growth and work, the school steadily 
increased in numbers until in 1881-82 the aggregate number of differ- 
ent pupils for the year was 333 and the average attendance 242. This 
new impetus to the institution was made possible only by the generous 
gifts of Mr. Thaddeus Fairbanks, who for fifteen years paid the cur- 
rent expenses of the school, erected and furnished the new buildings, 
and contributed toward a permanent fund, his total gifts amounting to 
$200,000. From the estate of his brother, Governor Erastus Fairbanks, 
came 150,000. Thus in ten years the school had been placed on a 
solid foundation, with well-equipped buildings and a fund of $100,000, 
with a large corps of teachers and an average attendance of 240 pupils. 
Principal Fuller resigned in 1882 to take charge of the Worcester 
Polytechnic Institute, Worcester, Mass. It was with great reluctance 
that the trustees accepted the resignation of the man to whose effi- 
ciency, wisdom, and energy this almost phenomenal prosperity was in 
no small degree due. His departure was an occasion of no less regret 
to the teachers, some of whom had been associated with him from 
seven to eleven years. 

Mr. Fuller was succeeded by the present principal, Charles E. Putney, 
who had been for nine years an assistant teacher in the academy. The 
uninterrupted prosperity of the school during the last ten years is seen 
from the fact that the average attendance has not been less than 270, 



SECONDARY EDUCATION. 127 

except for one year, when it was 254. The present attendance is 330, 
the largest in the history of the school. The average number of 
graduates yearly for the last ten years has been 55. The aim of the 
academy since its enlarged equipment has been to give the best possible 
preparation for college, and for scientific schools, or for the practical 
work of life. The generally high rank its graduates yearly take in 
nearly all the New England colleges and the leading scientific schools 
show how well this purpose has been accomplished. 

The following courses of study are fully provided for: (1) The 
classical, in which young ladies and gentlemen receive a thorough 
drill in the classics (German and French if required), mathematics, and 
such English branches as are required for admission to college; (2) the 
English and scientific; (3) the Latin and English; (4) the five years' 
complete course; or (5) a mixed course of from three to six years. 
Corresponding diplomas are given to those who finish any of these 
courses. 1 

1 The following is the curriculum of study: 

CLASSICAL COURSE. 
SUBJUNIOR YEAR. 

First term. — Latin grammar and lessons, arithmetic or physiology, English gram- 
mar or United States history, free-hand drawing or penmanship. 

Second term. — Latin grammar and lessons, arithmetic or algebra, English grammar, 
free-hand drawing or penmanship. 

Third term. — Latin lessons, arithmetic completed or algebra, English history. 

JUNIOR YEAR. 

First term. — Csesar, book I; Latin composition based on the text, physiology, 
French or physics, algebra. 

Second term. — Csesar, books IHY; Latin composition, algebra, civil government, 
French, or physics. 

Third term. — Csesar, books V and VI, or Nepos; Latin composition, algebra com- 
pleted, French, botany, or physical geography. 

MIDDLE YEAR. 

First term. — Virgil, iEneid, book I; Latin composition, Greek grammar and lessons, 
or German, Roman history. 

Second term. — iEneid, books II-IV; Latin composition, sight reading, Anabasis, 
book I; Greek grammar and prose, or German, rhetoric. 

Third term. — iEneid, books V and VI; Latin composition, sight reading, Anabasis, 
book II; Greek grammar and prose, or German, botany. 

SENIOR YEAR. 

First term. — Ovid, ancient geography, Anabasis, books III and IV; Greek prose or 
German, plane geometry. 

Second term. — Sallust's Catiline, Cicero, first two Orations against Catiline; Homer, 
Iliad, books I and II; Greek history, or German, geometry completed, review 
arithmetic. 

Third term. — Cicero, third and fourth Orations against Catiline; Orations for Poet 
Archias and Manilian Law, Homer, Iliad, book III, with review of portions of 
Xenophon, or German; algebra reviewed. 



128 HISTORY OF EDUCATION IN VERMONT. 

Iu the conduct of class exercises the most approved methods are 
adopted, and ample time is allowed for every recitation. Latin and 
Greek are taught not merely for the sake of translation, but with the 
intent of a critical analysis of the authors read, to unfold the genius 
and idioms of the language, and to investigate every incidental ques- 
tion suggested by the subject. French is taught for conversation as 
well as for reading. The two years' course in French and German 
fully prepares students in these languages for any college. Instruc- 
tion in the English branches is given by graduates of colleges and nor- 
mal schools of high grade, and in every department there is combined 
with great thoroughness such adaptation to the mental peculiarities of 
each student as tends to secure the utmost attainment and culture. 
Superior advantages are offered in the department of drawing. Daily 
instruction is given, without extra charge, to all who desire it. Special 
attention is given to industrial drawing and to original designing, with 
a view to the most practical results. A three years' course includes 
instruction in geometrical forms, historic ornament, instrumental 

ENGLISH AND SCIENTIFIC COUESE. 
JUNIOR YEAR. 

First term. — Algebra; English analysis; physiology or United States history; free- 
hand drawing or penmanship. 

Second term. — Algebra; English analysis or bookkeeping; civil government; free- 
hand drawing or penmanship. 

Third term. — Algebra completed; English history; botany or free-hand drawing. 

MIDDLE YEAR. 

First term. — Keview of arithmetic; plane geometry; physics; ancient and medieval 
history. 

Second term. — Plane geometry completed, solid geometry; physics; rhetoric; mod- 
ern history. 

Third term. — Political economy; geology; physical geography. 

SENIOR YEAR. 

First term. — Chemistry; astronomy; evidences of Christianity or moral philosophy. 

Second term. — Chemistry; trigonometry and surveying or modern history; English 
literature. 

Third term. — Trigonometry and surveying; English literature; practical physics or 
reviews. 

LATIN AND ENGLISH COURSE. 

First two years the same as in the classical department, omitting French. 

MIDDLE YEAR. 

First term.— Latin as in the classical course; physics; plane geometry; ancient and 
medieval history. 

Second term.— Latin as in the classical course; plane geometry completed, solid 
geometry; physics; modern historv. 

Third term. — Latin as in the classical course; political economy; geology or physi- 
cal geography. 



SECOND AEY EDUCATION. 129 

work, perspective, architectural, and object drawing, and drawing from 
casts. This department is abundantly supplied with all needed models. 

Instruction is also given in the history of art. A course of penman- 
ship, consisting of 20 lessons, is given during the fall and winter terms, 
and a coarse in elocution of at least 12 lessons each term is given to 
pupils, all under the direction of experienced and competent teachers 
and without extra charge. 

Six members each from the middle and junior classes are chosen by 
competition for the prize speaking, which occurs during graduation 
week. Moreover, since good manners and good morals are quite as 
important as intellectual acquisition, every possible endeavor is made 
to give these the prominence which they ought to have in educational 
training. 

The academ}^ offers unusual facilities for the profitable study of 
natural science, since it has extensive philosophical and astronomical 
apparatus and a chemical laboratory furnished for froth illustrative and 
practical work, instruments for surveying, a good cabinet of minerals, 
a large herbarium, and the beginning of a collection in natural history. 
To all these means of illustration additions are made yearly. 

SENIOR YEAR. 

First term. — Latin as in the classical course; chemistry; astronomy; evidences of 
Christianity or moral philosophy. 

Second term.— Latin as in the classical course; English literature; trigonometry. 

Third term. — Latin as in the classical course; English literature; trigonometry; 
practical physics or reviews. 

LATIN, FRENCH, AND ENGLISH COMPLETE COURSE. 

First two years the same as in Latin and English course. 

MIDDLE YEAR. 

First term. ^-Latin as in the classical course; French grammar or German; physics. 

Second term. — Latin as in the classical course; French grammar and reader or Ger- 
man; physics. 

Third term. — Latin as in the classical course; French or German; physical geog- 
raphy. 

SENIOR YEAR. 

First term. — Latin as in the classical course; French or German; plane geometry; 
ancient and medieval history. 

Second term. — Latin as in the classical course; French or German; plane geometry 
completed; solid geometry; modern history. 

Third term. — Latin; French or German; geology. 

SENIOR ADVANCED YEAR. 

First term. — Chemistry; astronomy; evidences of Christianity, moral philosophy, 
or ancient and medieval history. 

Second term. — Chemistry or trigonometry; English literature; modern history. 

Third term. — Trigonometry or political economy; English literature; practical 
physics or reviews. 
3177 9 



130 HISTORY OF EDUCATION IN VERMONT. 

The St. Johnsbury Athenseuni, a fine library donated by the late 
Horace Fairbanks, of over 12,000 volumes — a library unusually well fur- 
nished in the departments of history, natural science, and general ref- 
erence — is open to students on compliance with the established regula- 
tions. The reading room connected with it is abundantly supplied with 
the best English and American periodicals, and rare opportunities are 
thus afforded to both teachers and scholars. The academy has also a 
library of about 500 volumes. 

The Fairbanks Museum of Natural History and Science, an elegant 
building, the gift of Franklin Fairbanks, adds another attraction to 
St. Johnsbury and will be helpful in many ways to the student. 

Two literary societies, the Adelphian and the Athenian, afford special 
opportunities for improvement in composition and debate. 

A course of entertainments of a high order, consisting of lectures, 
readings, and music, is sustained every season, of which students are 
usually advised to avail themselves. 

The founders lived to witness the first fruits of their generosity and 
faithful stewardship in the lives and conspicuous success of scores of 
professional and business men, but while they took glad note of those 
who came to the front they placed even greater value upon the influ- 
ence of the many whose " consistent, sound, and useful characters" are 
potent factors for good among the masses in humbler conditions of 
life. Mr. Joseph P. Fairbanks died May 15, 1855. Mr. Erastus 
Fairbanks died Novembor 20, 1864. 

Mr. Thaddeus Fairbanks lived to see the academy outgrow its early 
accommodations, and, as above stated, lived to give it its present gen- 
erous equipment. He died April 12, 1886. 

These three brothers gave to their own and have also left to suc- 
ceeding generations an example worthy of universal emulation — that 
of appropriating during their lifetime a portion of their wealth to the 
advancement of intellectual and Christian culture. By so doing they 
enshrined themselves in the affections and esteem of more than one 
generation of men and women, who will ever value the stimulus and 
power derived from a personal knowledge of their individual charac- 
ters more highly even than the educational advantages made possible 
by their benefactions. 

MRS. EMMA WILLARD' S LIFE AND WORK IN MIDDLEBURY. 

Prepared originally for the Emma Willard Society of New York by Ezra Brainebd, LL. D., President 

of Middlebury College. 

Mrs. Emma Willard is known as the pioneer in the great movement 
of the nineteenth century for the higher education of woman. To say 
that she had a genius for teaching, that she devised improved methods, 
that she wrote admirable text-books, and that she impressed her own 
high ideals upon the characters of her pupils is indeed great praise. 



SECONDARY EDUCATION. 131 

But it is a still greater glory to have started a movement wnich has 
revolutionized the ideas of the civilized world on the subject of 
woman's education, a movement which has culminated in the founding 
of grand colleges exclusively for women and in the admission of 
women to older colleges on equal terms with men. For it is not too 
much to say that Wellesley and Yassar and their sister institutions 
on either side the Atlantic are the fair fruitage, in time, of those 
seminal ideas so ably set forth in Mrs. Willard's Plan of Female 
Education. 

It is interesting to study the origin of such a great movement; it is 
like tracing some noble river upward to its sources in the distant 
mountains. Let it be our pleasant task to search out, as far as pos- 
sible, the influences that shaped Mrs. Willard's career as an educator. 
In so doing we shall find that the formative period of her life was the 
twelve years spent in Middlebury — a period passed over too cursorily 
in Dr. Lord's biography. The fresh interest in this truly great 
woman, awakened by the Emma Willard associations of the country, 
is an additional reason for considering more in detail the incidents of 
this portion of her life and for inquiring into the moral forces which 
called forth her grand ideas regarding the scope of woman's education. 

We should, as a preliminary, call to mind briefly the circumstances 
of her early life in Connecticut, her excellent parentage, the beautiful 
home life of her childhood, her two years of earnest study under Dr. 
Wells, her brilliant success as a teacher at the early age of 17. These 
facts help us to picture the bright, noble-hearted woman who, at 
the age of 20, came in 1807 to take charge of the female academy at 
Middlebury. 

The influences that shaped her character in her new home were 
from three sources. Let us speak first of her social surroundings. 

The early inhabitants of Middlebury were noted for their enterprise 
and intelligence. Up to the close of the Revolutionary war the Cham- 
plain Valley had been for centuries the arena of savage warfare. But 
as soon as the cessation of hostilities would permit these fertile lands 
were rapidly settled by a vigorous and high-minded class of young 
men and women from the best families of Connecticut. There was in 
Middlebury an unusually large number of educated men, graduates of 
Yale and Dartmouth and Brown. Of their interest in religion and 
taste in architecture they have left a striking monument in the church 
edifice, that is still standing, with its beautiful groined arches and its 
graceful steeple, after the Christopher Wren style. Their devotion to 
the cause of education is evinced by their establishment, before the 
beginning of the present century, of three distinct institutions of 
learning — the grammar school, the female academy, and the college. 
The elder President Dwight, of Yale, who made three visits to the 
town prior to 1810, has recorded in his books of travels his high 



132 HISTOEY OF EDUCATION IN VEEMONT. 

appreciation of the character of the people and of their educational 
work. Mrs. WUlard herself, then Miss Emma Hart, has given 
emphatic testimony to the same effect. In a letter to her parents, 
written during the first year of her residence, she says: 

I find society in a high state of cultivation, much more than any other place I was 
ever in. The beaux here are, the greater part of them, men of collegiate education. 
* * * Among the older ladies there are some whose manners and conversation 
would dignify duchesses.- 

If our limits would permit, we might speak in particular of some of 
these excellent men and women whose society Miss Hart thus enjoyed. 
It was her privilege to know the Hon. Horatio Seymour, afterwards 
for twelve } r ears United States Senator, a man who was earnest from 
the first in the cause of woman's education, and who gave the land on 
which was erected in 1802 the "Female Academy," one of the very 
first school edifices in the country built especially for women. She 
knew also the Rev. Dr. Merrill, who, on graduating from Dartmouth 
in 1801, had won the valedictory over his illustrious classmate Daniel 
Webster, and who for thirty-seven years was pastor of the Congrega- 
tional church and a recognized leader throughout the State in matters 
of education and religion. She knew also Dr. Henry Davis, president 
of the college, who was eminent for his talents and eloquence and 
personal address, who was in 1817, on the death of Dr. Dwight, elected 
president of Yale College, and who reflected no small honor on Mid- 
dlebury by declining the appointment. With these men and others 
of scarcely less character, not yet famous, but in the vigor of early 
manhood, Miss Hart, the young preceptress of the Female Academy, 
was called to associate. Her letters and journal show how deeply 
interested she was in her new life. She has an intense relish for 
agreeable society; she attends parties and balls during the week, and 
four meetings on Sunday. She drinks deep draughts of the joyous 
cup of youth and health. But her strong brain never becomes giddy; 
there is too much of the Puritan seriousness in her veins. She keeps 
up her studies in history; she writes poetiy, she paints; she criticises 
sermons; and withal conducts a school for young ladies with con- 
stantly increasing reputation. 

The building where this school was held is still standing. It has 
been unused for years, but is guarded with religious care by its pres- 
ent owner, a son-in-law of Horatio Seymour. The whole of the sec- 
ond story was one large room, warmed only by an open fireplace in 
the north end. For in those days, as Lowell tells us: 

There warn't no stoves (tell comfort died) 
To bake ye to a puddin'. 

But a fireplace did not alwa}^s bring comfort to the schoolroom dur- 
ing the severe cold of that Vermont winter. The north wind at times 



SECOND AEY EDUCATION". 133 

would whistle around the building and penetrate the schoolroom until 
they could endure the cold no longer. The tact of the schoolmistress 
was equal to the emergency. She would then (so she writes in a letter 
to Judge Swift) call her girls to the floor and arrange them two and 
two in a long row for a contradance; and while those who could sing 
would strike up some stirring tune she, with one of the girls for a 
partner, would lead down the dance and soon have them all in rapid 
motion. Afterwards they would return to their school exercises. 

But in two years she closed her connection with the female academy. 
On the 10th day of August, 1809, she was married to Dr. John, Wil- 
lard. And this brings us to the second phase of her Middlebury life, 
and to consider the influences of this marriage upon her after career. 

Dr. Willard was twenty-eight years the senior of his wife, but 
nowhere in the annals of biography can we find a married life more 
happy than theirs was from first to last. From several letters we are 
permitted to see how intimate was the union of heart and soul between 
the two. As we read them there arises before us the fair picture of 
the enthusiastic young wife, studying to make herself less unworthy 
of the good and wise man who had enthroned her in his heart. In 
his absence she delves into the dry books of his medical library, to 
prepare herself to s}^mpathize with him in his passionate attachment 
for these old authors. He is delighted to find her kindled into his 
enthusiasm and able to discuss with him intelligently questions of plrysi- 
ology and medicine. Then at another time she takes up the study of 
geometry. Dr. Willard has a nephew in college who lives with them— 
his namesake, afterwards for many years judge of the supreme court 
in New York. One vacation she takes up his Euclid and reads on, 
proposition after proposition, fascinated with the study. She thinks 
she understands it; but the general belief in the incapacity of " the 
female mind" for mathematics causes misgivings, until she submits 
herself to her nephew for examination, and he pronounces her learn- 
ing correct. The same thirst for knowledge afterwards leads her to 
take up natural philosophy and to study Paley's Moral Philosophy 
and Locke's Essay concerning Human Understanding. Most men in 
those days (perhaps some in our day) would have discouraged a wife 
in such ambitious and unfeminine studies. Not so Dr. Willard. His 
generous heart was pleased with her efforts after intellectual culture, 
and he was proud of her achievements. There began to dawn upon 
his mind new views of woman's mental capacity, and a disposition to 
take her part against man's lordly assumption of superiority. It 
would be a great error to imagine that during the early years of her 
married life Mrs. Willard was engrossed in intellectual pursuits. 
These were only her diversions; domestic duties occupied the greater 
portion of her time. Her son was born in 1810. Dr. Willard was 
away from home much of the time, and the charge of the household 



134 HISTORY OF EDUCATION IN VEKMONT. 

and the farm devolved upon the young wife, who performed these 
duties with cure and prudence. An interesting letter, quoted by Dr. 
Lord, informs her husband that "the winter apples are gathered; the 
eider is made (23 barrels); the potatoes are nearly all in; the buck- 
wheat is gathered," and so on through a long list of homely duties. 
Surety here was 

A creature not too bright or good 
For human nature's daily food. 

So passed another period in the life of this great woman, a period 
filled with the happy experiences of wifehood and motherhood. But 
clouds after a while appeared in their bright sky; God was leading 
them on to a higher stage in their life work. 

Dr. Willard was a man of property and of high social position at 
the time of his marriage to Miss Hart. He owned several small farms 
in the vicinity of Middlebury ; he had just built an elegant brick house 
on Main street, now occupied by Mrs. Charles Linsley. He had been 
a successful politician; he was chairman of the central committee of 
the Republican party, was appointed marshal of the District of Ver- 
mont by Jefferson in 1801, and was one of the directors of the Vermont 
State Bank. His financial embarrassment largely grew out of his 
connection with this bank through a romantic incident that is not gen- 
erally known. In the summer of 1812 an adroit burglary was com- 
mitted on the banking house in Middlebury. It was entered b}^ a 
false key, and a large sum of money was taken without leaving any 
signs of violence or disorder. Of course the directors very soon dis- 
covered the fact of the burglary ; but it was not so obvious to the pub- 
lic, and the directors were called upon to account for the missing 
funds. The legislature was led to adopt harsh measures for their 
prosecution, and after a trial before the supreme court judgment was 
rendered against the supposed delinquents for over $28,000. The 
greater part of this claim, it is true, was remitted by a subsequent 
legislature; and in after years the discovery of the false key in the 
attic of a certain house fully vindicated the innocence of the directors. 
But the records of the town show that the liens of the Vermont State 
Bank on the real estate of John Willard were removed only after 
many years. 

But the heroism of the devoted wife was equal to the occasion. 
She would return to the work in which she had achieved such brilliant 
success before her happy marriage. She would open a boarding school 
for girls in her own house. The project must have been humiliating to 
the mind of Dr. Willard. Only a loving confidence in his wife could 
have secured his consent; but when he gave it he set himself to work 
with her, heart and soul, to the end. 

It should be remembered that when Mrs. Willard first opened her 
school in 1814 her "plan" was altogether undeveloped. She had none 



SECONDAEY EDUCATION. 135 

of those ambitious projects for the higher education of woman which 
afterwards animated her. Her sole object, as she distinctly says, was 
to assist her husband in his pecuniary affairs. It was while walking 
lovingly in the pathway of domestic duty that the Lord led her into 
the wider field of her life's mission. It remains for us then to con- 
sider this third stage in her novitiate, the light that came to her 
through her new experiences in teaching. 

Mrs. Willard's home in Middlebury was almost under the shadow 
of Middlebury College. The college campus was just across the street 
from her house. She heard from hour to hour through the day the call 
of the bell to chapel or to recitation. For four years she listened to 
reports of college life and work from the nephew, who sat at her table 
while a student. When she opened her new school she taught at first 
the usual round of light and superficial studies that the age had pre- 
scribed for "females." But " my neighborhood to Middlebury Col- 
lege," she writes, "made me bitterly feel the disparity in educational 
facilities between the sexes." She had already made private excur- 
sions into the realms of solid learning, forbidden to her sex, and she 
was profoundly conscious of woman's capacity to understand all that 
was highest and best in the reaches of human thought. Why should 
the sister be deprived of the intellectual culture that is offered to the 
brother? Why will not the companionship of wedded life be purer 
and stronger if the mental training of the wife is comparable with 
that of the husband? Why will not the mother give to the world 
nobler sons and daughers if her own character be strengthened and 
refined by the highest education? These are hackneyed questions 
to-day, but they were new to the world when in 1815 they first 
throbbed in the brain of Mrs. Willard. 

Then the further question came: Could she herself effect this great 
change for woman? She heard the divine call; should she be disobe- 
dient to the heavenly vision? The cause was so just, so humane, so 
practicable, that surely if she could advocate it before governors and 
legislators she might effect the desired reform. Still the project 
seemed presumptuous, so that she hesitated to entertain it; she con- 
cealed it for a while even from her husband, though knowing that he 
sympathized with her in her desires for the better education of 
woman. 

But the absorbing, unborn purpose of her soul she could not long 
keep from the confidence of her husband. How he received her confi- 
dence she shall tell us in her own fervid words: "He entered into 
the full spirit of my views with a disinterested zeal for that sex, 
whom, as he believed, his own had injuriously neglected. With an 
affection more generous and disinterested than, ever man before felt, 
he, in his later life, sought my elevation, indifferent to his own. Pos- 
sessing on the whole an opinion of me more favorable than any other 



136 HISTORY OF EDUCATION IN VERMONT. 

human being ever will have, and, thus encouraging me to dare much, 
he yet knew my weaknesses, and fortified me against them." 

Mrs. Willard now addresses herself to the task of elaborating "A 
plan for improving female education." It was the slow work of two 
or three years. It was written and rewritten seven times; fully three- 
fourths of the original matter was finally rejected. She was mean- 
while testing some of her theories by experiments, so far as her 
limited resources would permit. She formed a class in moral philoso- 
plry, and another in the philosophy of the mind, taking Locke's great 
work as a text-book. The professors of the college were fearlessly 
invited to attend her examinations, and to witness the proofs that 
"the female mind" could appreciate and apprehend the solid studies 
of the college course. She desired, in turn, to attend the examina- 
tions of the young men, to learn how they were conducted, and to see 
what attainments in scholarship were made in college. It is humili- 
ating to think that this privilege was refused, President Davis consider- 
ing that it would not be a safe precedent, and that it would be unbe- 
coming in her to attend. But let us not blame too severely this 
stanch defender of the proprieties; he was simply guarding well-bred 
society from a terrible nervous shock. 

These were the rough ways of the world— till now. 

Mrs. Willard was for some time perplexed to find a suitable name 
for her ideal institution. It would never do to call it a "college," 
for the proposal to send young ladies to college would strike everyone 
as an absurdity. She has told us how she finally hit upon a suitable 
name. "I heard Dr. Merrill pray for 'our seminaries of learning.' 
I said, I have it — I will call it a female seminary. That word, while 
it is high as the highest, is also low as the lowest, and will not create 
a jealousy that we mean to intrude upon the province of the men." 
And so the word came afterwards into general use to designate the 
higher grade of schools for girls. 

We can not enter into any detailed discussion of the "plan," as it 
was finally published in 1818. In many respects it is open to criticism, 
if we judge it by the higher standards of the present. The seventy- 
five years since passed have seen wonderful changes in our ideas 
regarding woman's education and woman's work — thanks to the pub- 
lication of this same treatise. It is of the nature of a plea, and she is 
evidently cautious about asking too much, for fear she may lose all. 
Still we must regard it as a wonderful document — the Magna Charta 
of the rights of woman in matters of education. 

It was addressed to a State legislature, for Mrs. Willard rightly 
judged that the equipment of her ideal institution could not be fur- 
nished by private means, and that it could be properly managed and 
perpetuated only by a legal board of trustees. Those were not the 



SECOND AEY EDUCATION. 137 

days of large private fortunes and still less of princely donations to 
institutions of public charity or of general education. Mrs. Willard 
felt that her only recourse was to secure the State patronage which 
was at the disposal of patriotic lawmakers. Of the reasons that led 
her to apply to the legislature of New York, of her grievous disap- 
pointment after years of patient effort and waiting, of the brilliant 
success which she finally achieved, principally through her own great 
personality, it is foreign to my present purpose to speak. These things 
are more clearly matters of history than the obscure events of her 
early life in Middlebury. 

Let me simply add in closing that to-day the spirit of her teachings 
has thoroughly permeated the institutions of the town where her great 
work originated. The ladies' academy and the boys' grammar school 
are now things of the past. But in the public high school and in the 
college the advantages of a liberal education are offered to young men 
and to young women on equal terms. Thus in God's providence do 
the wise and good build for those who come after them. 



Chapter IV. 

HIGHER EDUCATION. 

THE UNIVERSITY OF VERMONT. 

The charter of the University of Vermont was granted by the legis- 
lature of the State on the 3d of November, 1791. The act of Congress 
declaring that the State of Vermont should be ' ' admitted into this 
Union as a new and entire member of the United States of America " 
had been signed by the President, George Washington, on the 18th of 
February, nearly nine months before. In October, 1790, the long- 
pending controversy between Vermont and New York had been 
amicably settled by an agreement, under which, in consideration of 
$30,000, Vermont obtained a cession of all the rights which New York 
had claimed within the limits of Vermont. 

With her outside difficulties thus happily removed and with the 
vital relation between herself and the rest of the United States fully 
established by her admission into the Union, Vermont was at liberty 
to give her full attention to her internal affairs and to provide meas- 
ures for the prosperity and welfare of her people. The} T were not a 
numerous people. The census of the State taken in that } T ear, 1791, 
showed a total population of 85,539, of which 61,260 were in the four 
southern counties. Chittenden Count}^ had a population of only 3,918. 
Burlington had a population of 332, less than Shelburne, which had 
389, or Williston, which had 4^71. But it was a growing State. In 
the twenty years previous its population had increased more than ten- 
fold, and in the twenty years following it nearly trebled. It was not 
a wealthy population, of course. There was not a bank in the State 
or, so far as I can learn, any moneyed or business corporation of any 
kind. 

That a people so recently freed from the double burden of the Revo- 
lutionary war with England and the long contest for their homes 
against the grasping power of New York, a people so slender in 
numbers and resources, should lay the foundation of a university for 
the higher education of their children showed that they were not with- 
out the spirit of the Puritan settlers who established Harvard College. 

The people of Vermont had not, however, waited till this period of 
peace before taking measures to advance and perpetuate learning. In 
138 



THE UNIVEESITY OF VERMONT. 139 

the constitution which they had adopted in 1777, fourteen years before, 
while the question whether there should ever be a State of Vermont 
was still an open one, having little ground of assurance except the 
invincible determination of her people, a clause providing for public 
education, including a State university, had been inserted. 

But the council of censors issued an address in February, 1786, to 
the freemen of the State of Vermont in which two things are now to 
be noted: First, that in the new constitution which they recommended 
to the people they had stricken out the clause that "one university in 
this State ought to be established by direction of the general assem- 
bly;" and, second, that in the address to the freemen of the State not 
the slightest allusion was made to this important change. 

Dr. Williams, the historian of Vermont, in 1791 says: 

From the first assumption of the powers of government, the assembly had in 
contemplation the establishment of a university in the State, and with this view 
reserved one right of land, about 320 acres, in all the townships which they had 
granted for the use of such a seminary. 

And yet the fact remains that that clause of the constitution recom- 
mending one university was stricken out in 1786, and the act incor- 
porating the university in 1791 was not passed by reason of any 
constitutional requirement. 

There does not seem to be in any narrative of the founding of the 
university, of which several have been written, any explanation of 
this fact or, indeed, any mention of the fact itself. 

If we had the detailed report of the proceedings of that council of 
censors and of the convention which acted on their recommendations, 
we might be able to find what were the exact reasons which induced 
the striking out of that clause from the constitution. Perhaps no 
such detailed records were kept. In their absence we are left to con- 
jecture on this point, and it has occurred to me that this change might 
have been due to influences from the direction of Dartmouth College. 

It will be remembered by those who are familiar with the early his- 
tory of Vermont that in the course of the long contest between Vermont 
and New York there was not only a strong sympathy among the 
towns on the east side of the Connecticut River with their brethren of 
the New Hampshire grants on the west side of the river, but a strong 
inclination among them to cast their own lot in with the new State 
which had been there set up. Furthermore, that, as a matter of fact, 
they did on two separate occasions, in June, 1778, and in April, 1781, 
form a union with the new State of Vermont, only to have this rela- 
tion in a few months dissolved. 

It is, of course, easy to see that the occurrences connected with these 
unions had made close relations between the men of Vermont and those 
of the towns on the east side of the river. Hanover had, on both 
occasions, been one of the towns united with Vermont: and John 



140 HISTORY OF EDUCATION IN VERMONT. 

Wheelock, who became president of Dartmouth College in 1779, has 
the reputation of having been the first one to propose the union of 
western New Hampshire with Vermont; and that Dartmouth College, 
as a body, took a very active part in those transactions is proved by 
a petition, which is extant, from certain citizens of the neighboring 
township of Liandaii to the governor of New Hampshire in October, 
1781, praying "for aid and protection against the insults and abuses 
of Vermont, and especially the emeserries of the Coledg." 

While these unions lasted, i. e. , for eighteen months in all, Dartmouth 
College was within the boundaries of Vermont. It was quite natural 
and proper that she should look out for her own interests in her new 
relations, and natural that she should receive friendly consideration 
from the men to whom she had given such assistance. And so it is no 
matter of surprise that four days after the adoption of the union of 
1778 the general assembly of Vermont should have passed a vote to 
take ' ' the incorporated University of Dartmouth under the patronage 
of Vermont;" or that in June, 1785, on the personal presence and 
request of President Wheelock, it should have granted 23,000 acres 
of land for the benefit of Dartmouth College and Moor's charity school 
in Hanover. 1 

In return for these unexpected concessions the college promised to 
educate students from Vermont without charge for tuition, not only 
in the college, but in the academies which it was proposed to set up 
and maintain in the several counties in the State. A hint was also 
given of a "branch college " in Vermont, u if the legislature should 
ever think it necessary." It was suggested, further, that if Vermont 
should establish a college it should be "joined in one bond of union" 
with Dartmouth. 

But the union between Vermont and the towns on the east side of 
the river had been finally dissolved. If the proposal to change the 
constitution had been due to influences favorable to Dartmouth, those 
influences were fading before the rising feelings of pride and affection 
for their own State in the hearts of Vermonters. The request of 
Dartmouth was not granted; the vote taking Dartmouth under the 
patronage of the State was allowed to lapse into oblivion, and the 
attention of the men of Vermont was turned toward the establishment 
of their own university. A proposition which had been made by 
Elijah Paine in 1785 to give £2,000 toward the incorporation of a 
college, provided it was settled in Williamstown, was renewed in 1787, 
and in 1789 came the offer of Ira Allen to give £1,000 for that object, 
provided the college was located "within 2 miles of Burlington Bay." 
which offer was supplemented by other subscriptions for the same pur- 

x For further reference to this subject see "Centennial Address," delivered in 
Burlington at Commencement of 1891, by Hon. R. D. Benedict, of New York, from 
whose paper this introductory is mostly taken. 



THE UNIVERSITY OF VERMONT. 141 

pose to the amount of £1,643 12s., £300 of which was the subscrip- 
tion of the governor, Thomas Chittenden, the founder of the town of 
Williston. 

Of the £4,000, £1,000 was to be paid partly "in a proper square of 
lands sufficient to erect all the public buildings on, to form a handsome 
green and convenient gardens for the officers of the college," and 
partly a in provisions, materials, and labor in erecting the public 
buildings." The remaining £3,000 was to be paid "in new lands that 
will rent in produce — that is, wheat, beef, pork, butter, or cheese — for 
the annual interest at 6 per cent of £3,000." In consequence of this 
memorial a committee was appointed ' ' to draft a plan for a constitu- 
tion and government of a college to be established in this State." 

And two years later, in November, 1791, the act was passed which 
incorporated the university and placed it on this spot. 

The legislature in granting the charter gave it the lands which had 
been reserved in the various township grants for the use and benefit 
of a college, which amounted to a little more than had been granted to 
Dartmouth. But these grants were of little avail for the expenses of 
beginning. The trustees determined to lease them rather than to sell 
them, the wisdom of which action is much commended by Ira Allen in 
his History of Vermont. It is much to be regretted that the necessi- 
ties of early times compelled the sale of a part of the 50 acres which 
were originally set off for the site of the college as lands which formed 
part of Ira Allen's subscription. By reason of that unfortunate neces- 
sity the university has been much cramped for the room made 
necessary by its growth. It is a source of congratulation that by rea- 
son of its recent purchase of 72 acres east of the college buildings it 
can look forward to the requirements of the coming century with less 
uneasiness. 

The university was therefore put in motion with funds contributed 
by individual citizens, and the subscription of Ira Allen may well be 
considered its corner stone. 

Colleges were not as numerous then as now. There are now about 
400; but up to that time only 12 had been chartered in all America, 
and of these only 4 were within the bounds of New England. Har- 
vard had been founded in 1636, one hundred and fifty-five years before; 
Yale had been founded in 1701, ninety years before; Brown Univer- 
sity had been founded in 1764, twenty-seven years before, and Dart- 
mouth in 1771, twenty years before. The will of General Williams 
had founded the Williams free school six years before, and the thought 
of making a college there was probably already working in the minds 
of its friends, for the charter of Williams College was obtained only 
two years later. 

With Harvard, Yale, and Dartmouth in full existence, and Williams 
on the eve of coming into life, what region was there left so favorable 



142 HISTORY OF EDUCATION IN VERMONT. 

for the "one university in this State," which had been recommended 
by the first constitution, as the valley of Lake Champlain? 

The act of incorporation of the universit} r , passed in 1791, had been 
drawn up in 1789 by a committee of 5 members of the house — 
Nathaniel Chipman, Israel Smith, Elijah Paine, Samuel Hitchcock, 
and Stephen Jacob, to which the council added Isaac Tichenor. 

Elijah Paine, one of this number, is authority for the statement that 
"in 1781 there were not more than 9 persons in the State, excepting 
clergymen, who had received a college education." The members of 
this committee were 6 out of those 9. They were graduates, 3 of Yale, 
2 of Harvard, and 1 of the College of New Jersey, at Princeton. They 
were men, therefore, who may be supposed to have known about other 
college charters, and if in their work they varied from other charters 
such variance may be supposed to be due to a desire to improve upon 
them. 

There are four points in the act of incorporation which they drew 
to which I wish to call attention. 

First. Harvard, in addition to a board of trustees, had also a board 
of overseers, by whom the orders and rules of the trustees could be 
overruled or altered. 

Brown University also had two governing boards. 

Yale had only one board of trustees. There had been a strong effort 
in 1763 to have- a board of overseers added by law, but it had failed. 

Princeton had but one board of trustees. Dartmouth had but one. 

The framers of our charter made the university agree with Yale, 
Princeton, and Dartmouth rather than with Harvard and Brown, and 
gave its government to a single board of 17 trustees. 

Second. The charter of Harvard established a relation between the 
college and the government of Massachusetts by providing at first that 
the 12 overseers should be chosen by the general court, "6 of the 
magistrates and 6 of the ministers." But it must be remembered that 
at that time no one could vote in Massachusetts to elect a magistrate 
or a member of the general court unless he was a member of the church, 
so that the difference of class between "magistrates" and "ministers" 
was not as wide as it would otherwise have been. By the constitution 
of the State, adopted in 1780, the governor and lieutenant-governor, 
the council, and the senate were added to the board of overseers. 

By the charter of Dartmouth the trustees were to be the governor 
of the province, the speaker of the house of representatives for the 
time being, and the president of the university, with ten others. 
This board was empowered to fill all vacancies, ex officio members 
excepted, to take charge of all the lands given by " the authority of this 
State for the use and benefit of a college," to hold not more than 
70,000 acres of land in this State, and to have freedom of taxation for 
all property below <£100,000. But there was no such even formal con- 



THE UNIVERSITY OF VERMONT. 143 

nection with the State in the charters of Yale and Brown. In the charter 
of Princeton the proposal to make a more positive connection with the 
government than that was rejected, and although the governor was 
named as one of the trustees, it appears by a letter to Jonathan 
Edwards that even this was looked upon with uneasiness by the pro- 
moters and friends of the charter. 

The framers of our charter took Harvard and Dartmouth as their 
model on this point instead of Yale and Brown, and provided that 
the governor of the State and the speaker of the house of representa- 
tives for the time being should be ex officio members of the board of 
trustees of the university. 

Third. The charters of the other colleges made them distinctively 
denominational, and not only that, but distinctively clerical in their gov- 
ernment. In thus providing for no denominational control in the 
university, the committee were in harmony with the public sentiment 
of the people of Vermont. Three of the first trustees named were 
ministers of the gospel, one being a Baptist, another an Episcopalian, 
and another a Congregationalist. But the framers of the charter did 
not intend that the university should be under exclusively clerical 
control, or under the control of any denomination. And to make this 
purpose entirely clear they provided by a special clause that the by- 
laws of the university* should ; ' not tend to give preference to any 
religious sect or denomination whatsoever." 

Fourth. There was one provision which the framers of our charter 
found in all the other charters, viz, that the trustees should have the 
power to elect their own successors. This was an essential provision 
for institutions which were intended to be and remain under denomi- 
national and clerical control, as those were, for in no other way could 
such special control be assured. That reason for adopting such a pro- 
vision in our charter did not exist. 

Special attention is called to these four points, because it was about 
them chiefly that the great controversy raged in New Hampshire in 
the early years of this century, which gave rise to the famous Dart- 
mouth College case, in which the United States Supreme Court decided 
that the legislature of New Hampshire had not the power under the 
Constitution of the United States to take away the rights which had 
been granted to them by the original charter without their consent. 

Edward Everett says: 

By this opinion the law of the land in reference to college charters was finally 
established. Thenceforward our colleges and universities and their trustees, unless 
provision to the contrary is made in their charters of incorporation, stand upon the 
broad basis of common right and justice, holding in like manner as individuals their 
property and franchises by a firm legal tenure, and not subject to control or inter- 
ference on the part of the local legislatures, on the vague ground that public institu- 
tions are at the mercy of the government. 



144 HISTORY OF EDUCATION IN VERMONT. 

THE OPENING OF THE UNIVERSITY AND ITS FUTURE HISTORY. 1 

The first meeting of the corporation was held at Windsor on the 
same day on which the charter was granted. A committee was 
appointed to solicit subscriptions and to secure the donations which 
had previously been offered. The next meeting was held at Burling- 
ton in June, 1792. The present site was chosen for the location of 
the university buildings, and a plot of 50 acres, then covered with 
stately pines, was set off from lands belonging to Gen. Ira Allen. 
The president's house was begun in 1794, but not completed until 
1799. 2 

The Rev. Daniel C. Sanders, who the next year became the presi- 
dent of the college, was invited from Vergennes to Burlington, took 
up his residence in the new building, and received pupils in study 
preparatory to a college course. The tuition charged for this service 
was $12 a year, his salary as minister of the town being but $100. 

The college officers were not appointed, nor was a college edifice 
begun until the year 1800. On the 17th of October Mr. Sanders was 
chosen president and authorized to employ a tutor to aid him in the 
work of instruction. The college proper began its operations in 1801, 
with a class of 1, who were graduated three years after. With the 
exception of a single term in 1804, in which he had the assistance of a 
tutor, President Sanders constituted the entire working faculty until 
1807, giving six and sometimes eight or more hours a day to the labor 
of personal instruction. In addition he was charged with the ordi- 
nary duties of a college presidency, having oversight of the building, 
donations, lands, and other outdoor interests of the institution. When 
we remember that he was at the same time minister of the parish of. 
Burlington, we can easily believe him to have been a rather busy man. 

In 1807 the corporation took careful note of what had been accom- 
plished, and laid their plans for enlargement and progress. The Rev. 
Samuel Williams, LL. D., author of a well-known history of Vermont, 

1 For much of the account which follows I am indebted to Prof. J. E. Goodrich, 
of the chair of Latin, and historian of the university. His paper, published in the 
history of Chittenden County, Vt., is embodied here, with but few omissions, and 
through his kindness many valuable pamphlets having reference to the history of 
the university have been received and extracts taken therefrom. A brief sketch 
of the Agricultural Department, which was prepared at his request, has also been 
inserted. — G. G. B. 

2 In 1795 Ira Allen made a new proposition to the legislature, viz, a further dona- 
tion of £1,000 in land and £1,000 more in books and apparatus, if they would con- 
sent to christen the rising institution " Allen's University." This offer seems not to 
have met with any favor. Allen's departure for Europe in the fall of this year, his 
subsequent detention there, and the serious financial loss sustained by him in con- 
sequence of an unfortunate enterprise in which he embarked at this time were prom- 
inent among the causes of the seemingly needless delay in getting the university into 
operation. 



THE UNIVEESITY OF VEKMONT. 145 

was soon appointed lecturer on astronomy and natural philosophy, the 
first instruction of the kind, as is supposed, ever given in New Eng- 
land. In 1807 James Dean, a graduate of Dartmouth College, became 
tutor in mathematics and natural philosophy, and John Pomeroy, 
M. D. , gave lectures in anatomy and surgery. Both these gentlemen 
were elected to professorships in 1809. The apparatus in astronomy 
and physics is said to have been more complete than in any other New 
England college, save the two old foundations of Harvard and Yale. 
The college library contained 100 volumes. There was also a society 
library of 100 volumes, and a "Burlington Library" estimated at a 
value of $500. The course of study was modeled in the main after 
that of Harvard, Dr. Sanders being a graduate of that institution. 
Tuition was fixed at $12 a year, and there seem to have been no charges 
for incidentals. The expenses of living were so low that the presi- 
dent estimated that a student, by teaching four months each winter at 
$16 a month, could pay his board and all college bills, and leave with at 
least $32 in his pocket! The president had a salary of $600; the profes- 
sor of mathematics had exactly $348.71, and the tutor $300. The total 
income from lands was $1,048.71. The corporation appropriated $150 
to purchase books for the library, and $100 to be added to the philo- 
sophical apparatus; and appointed David Russell, esq., as general 
agent to rent the public lands, sell lands not public, and look after the 
various outdoor interests of the university. There were 47 students 
on the ground, and larger numbers were confidently expected. The 
work done and the growth attained in seven years justified large hopes 
for the future of the institution. Ira Allen's constructive ability, Dr. 
William's scholarship, the trained sagacity of Samuel Hitchcock, the 
first secretary of the corporation, also a graduate of Harvard, the zeal 
and indefatigable industry of President Sanders, and the vigorous and 
hopeful spirit of David Russell, the new financial agent — these were 
sufficient guarantees of growth and prosperity. But trouble soon came. 
The university was ere long involved in a political war by reason of the 
nonintercourse act of 1807, the first forerunner of the war of 1 812. 
There was intense and systematic opposition in this section of the State 
to the action of the United States authorities; the prosperity of this 
region, and especially of this, the leading town, depended on free com- 
mercial intercourse with Canada. There was no outlet of any sort, 
east or south, for the surplus products of the country. So violent was 
the resistance to the measures of the Federal authorities that Vermont 
was at one time declared by proclamation of the President of the 
United States to be in a state of rebellion. Dr. Sanders had been so 
long identified with both town and college that he could not well 
refrain from uttering his convictions with boldness and energy. The 
animosity engendered in this political war acted unfavorably upon the 
material interests of the university in many ways. Suffice it to say 
3177 10 



116 HISTORY OF EDUCATION IN VERMONT. 

that whatever errors had been made in the obtaining of the collection 
or the use of subscriptions were only too easily brought into the con- 
troversy by persons who had been irritated or disappointed. Then 
there was the competition between this and the Middlebury College, 
which had been founded in 1800. The rival institution lay between 
Burlington and a large number of the earlier settled towns of the State; 
it narrowed the field from which patronage was to be expected and 
deprived the university in no slight degree of the sympathy and active 
support of the clergy- and other educated citizens of the Common- 
wealth. It seems to have been the hope of those who secured the 
charter for Middlebury College that the establishment of a university 
here at Burlington might be forestalled by getting their own institu- 
tion into active and successful operation. This was located in the 
midst of the wealthiest and most populous section of the State; in 
the midst, also, of the most active religious influence. It was only 
natural that appeals should be made in its behalf to the religious 
prejudices of the good people of the State, and not without effect. 
Students were drawn away from the university and the sympathies of 
the clergy and of religious people generally gathered about the sister 
college. 

About this time — 1809-10 — certain friends of the university thought 
that its interests might be furthered by effecting a closer union with 
the State. An act passed on the 10th of November, 1810, completely 
changed the constitution of the board of control. The legislature was 
thereafter to elect 5 trustees every three years, and 10 members, a 
majority of the whole board, were at once chosen. In 1823 the num- 
ber of trustees was increased to 28, an arrangement which lasted only 
five years, all parties being ready in 1828 to return to the original 
charter. This scheme of close affiliation between the legislature and 
the university failed to secure the advantages which had been expected 
from it. The new corporation began, however, with vigor and sys- 
tem. The finances were examined and a better agency organized to 
manage the funds and lands of the university. Four new professor- 
ships were established, and the outlook was full of hope. Such men 
as Samuel Hitchcock, Dudley Chase, Titus Hutchinson, Royall Tyler, 
and William C. Bradley — a group of names combining scholarship, 
knowledge of affairs, and a disposition to scrutinize and keep watch 
over the details of administration — such men, had they not been ab- 
sorbed in politics, might have given to the nascent university an 
enlarged scope and an increase of stability and usefulness. 

But at this time politics took precedence of all other subjects. The 
restrictions laid upon trade had all but ruined northern Vermont. 
Smuggling was rife on the frontier. The whole border was lined 
with customs officers. War was declared against Great Britain on 
the 18th of June, 1812, and troops were ordered to Burlington, which 



THE UNIVERSITY OF VERMONT. 147 

became the headquarters of military operations. The college edifice 
was seized for an arsenal and soon after was demanded for barracks. 
So the corporation, making a virtue of necessity, on the 24th of March, 
1814, leased the building to the United States Government for $5,000 
a year, and resolved ' 4 that the regular course of instruction be and 
hereby is suspended, and that those officers of the college to whose 
offices salaries are annexed be dismissed from their offices respect- 
ively." The members of the senior class received their degrees, and 
the younger students were recommended to complete their studies 
elsewhere. 

The university was reorganized in the summer of 1815 with a new 
faculty, of which the Rev. Samuel Austin, of Worcester, Mass., was 
the head. The college building was repaired by the United States 
Government, and instruction began again in September. But the 
financial affairs of the institution were not yet on a sound footing. 
The rent paid by the United States was applied to the canceling of 
old debts supposed to be outlawed. After six years (in March, 1821) 
President Austin resigned and was succeeded by the Rev. Daniel 
Haskei, then pastor of the First Church, Burlington, as president pro 
tempore. But so great were the difficulties and so few the encourage- 
ments of the situation that announcement was actually made that 
instruction would cease to be given in the college at the end of the fall 
term. A few of the graduates, however, were not so utterly dis- 
couraged. A literary society in the university held a meeting, along 
with the alumni in the town, to consider a proposition to divide the 
library of the society. The discussion developed many and conflicting 
opinions and continued for several evenings. A young professor, 
Arthur L. Porter, protested against the scattering of the library as 
treason in the republic of letters. He insisted that the college might 
be revived, and outlined the course to be adopted to that end. The 
result of his appeal was the restoration of harmony and the appoint- 
ment of a committee to do what might be possible to turn the tide and 
resuscitate the institution. By the end of the term Mr. Haskei had 
been regularly appointed president, and James Dean professor of 
mathematics. The efforts of the young men were rewarded with a 
high degree of success. In about two years the number of students 
was raised from 22 to TO. 

But now came sudden disaster and darkness. On the 27th of May, 
1824, "the noble college edifice," as Thompson calls it, was reduced 
to ashes by an accidental fire, along with portions of the library and 
apparatus. And to add to the calamity, President Haskei, the high 
priest of this temple of science, overburdened with trials and calami- 
ties, was smitten with insanity. The destruction of the building seems 
to have been received as a challenge by the generosity of the good peo- 
ple of Burlington. Before the commencement in August they had 



118 HISTORY OF EDUCATION IN VERMONT. 

rallied -a gain to the help of the college and subscribed more than 
$8,300 for a new edifice. This resulted mainly from the efforts of the 
same young men who two years before had prevented the closing of 
the college doors and apparently started the university on a career 
of prosperity. Let us set down here the names of Charles Adams, 
Luman Foote, John M. Porneroy, and Gamaliel Sawyer, all four 
graduates of the college and worthy to be remembered with those of 
Professor Porter and Nathan B. Haskell, as the names of the young 
men whose energy and hopeful enthusiasm secured the erection 
of a building to take the place of the one destroyed. Within three 
months plans were adopted and the construction of the building con- 
tracted for. A president and new professors were obtained and 
instruction was continued while the new buildings were in process of 
erection. Prayers and recitations were attended in a large and unoc- 
cupied dry goods store at the north end of the college park, or 
"square," as it was then called. The corner of the north college was 
laid by Governor Van Ness April 26, 1825, Charles Adams, of the 
class of 1804, delivering the address. The laying of the corner stone 
of the south college by Lafayette on the 29th of June of the same year 
is commemorated by a stone with an appropriate inscription, which 
has been moved from its original position and now rests in the south- 
west corner of the central projection of the main college building. 

The Rev. James Marsh was elected to the presidency in October, 
1825, his immediate predecessor, Dr. Willard Preston, having held 
office but a single year. George W. Benedict was then in charge of 
the department of mathematics and natural philosophy, and the Rev. 
Joseph Torrey was called in 1827 to the chair of Greek and Latin. 
Mr. Marsh was more variously and more profoundly learned than any 
one who had preceded him in the office. He had had experience in 
the work of college instruction and had well-considered views of his 
own as to the scope and method of college discipline, and his colleagues 
were not unworthy coadjutors of their chief. The course of study 
was at once brought under review and some modifications made in 
1827. In 1829 was published an "Exposition of the s}^stem of instruc- 
tion and discipline pursued in the University of Vermont," followed 
in 1831 by an enlarged edition of the same. It is the tradition that 
this document was written in the main by Prof. George W. Benedict. 
There is not space here to outline the contents of this pamphlet. It 
was received with marked favor and is believed to have had impor- 
tant influence in shaping the higher education of the country. It is 
still referred to as a landmark in the development of the present 
system of college studies. 

In 1832 Dr. Marsh resigned the presidency to give himself to the 
duties of the chair of moral and intellectual philosophy, and the 
Rev. John Wheeler, of Windsor, Vt., succeeded him. Mr. Farrand 



THE UNIVEKSITY OF VEKMONT 149 

N. Benedict at the same time became professor of mathematics. A 
subscription of $25,000, begun before Dr. Marsh's resignation, was 
not only completed in 1834 but so increased that about $30,000 was 
realized from it. This increase of funds enabled the college to 
increase its teaching force, to purchase philosophical apparatus and a 
valuable library of 7,000 volumes, to repair the buildings and pay 
some pressing debts, and the efforts made in raising the subscription 
made the institution more widely known and increased its influence 
and the number of its friends. Indeed, a new interest was awakened 
in the subject of collegiate education throughout the State. 

A word should be said of the library then procured. The greatest 
care was used and the best advice taken in the selection of the books. 
The agent sent abroad to purchase them was Prof. Joseph Torrey, 
than whom a more competent person could not have been found. 
Seven thousand volumes were bought, at an average price of about 
$1.25 a volume, and the collection was one which, for the uses of a 
collegiate institution, was excelled by no library in the United States 
except, perhaps, that of Harvard. How incomplete it was none knew 
better than the men who spent so much time and thought in selecting it. 

At this time the financial affairs of the institution were carefully 
examined, lands looked up, college property inventoried, and a proper 
system of bookkeeping instituted. It was found that of Gen. Ira 
Allen's original liberal grant of 50 acres for the college site had all 
been alienated to pay agents and others until only one acre and a half 
remained. The sagacious and far-reaching plans of Allen were balked 
and for a time in large measure defeated. The prospects of the uni- 
versity were now bright and hopeful. To secure what had been 
gained and to insure further progress and growth another subscription 
was started in 1836 with promise of success, but disaster came instead. 
One general bankruptcy involved the whole country in 1837. Debts 
could not be collected. The banks suspended specie payments. Many 
of the States actually repudiated their obligations. Money vanished 
from men's sight. To raise money for a college in the face of general 
financial wreck was, of course, impossible. The wonder is that the 
professors did not desert their posts. Rents, tuitions, and subscrip- 
tions alike went in large part unpaid. The library was attached by an 
importunate creditor, himself hard pressed by others, and advertised 
to be sold by the sheriff. The college emerged from the fearful crisis 
of 1837-1839 with a debt of about $25,000, but without the sacrifice of 
a dollar of its property or dishonor to its commercial credit; but with 
what toil and privation and self denial to the instructors themselves and 
to their families will never be known. 

In 1839 plans were laid and measures taken with a view to enlarge- 
ment and future growth. Twenty-one acres of land were added by 
purchase to the acre and a half, and the trustees were recommended 



150 HISTORY OF EDUCATION IN VERMONT. 

by the board of instruction to acquire the whole plat of land lying 
within the public roads which surround the university. This same 
year the Hon. Azariah Williams, of Concord, Vt., made over to the 
college his large landed estate valued at $25,000. This year, too, the 
college received its first legacy, $500, from the Hon. Elijah Paine, of 
Williamstown, Vt., and others made promises to remember the uni- 
versity in their wills. 

In 1842 occurred the death of Dr. James Marsh. Professor Torrey 
was transferred to the chair of philosophy and Calvin Pease succeeded 
him in that of Latin and Greek. In 1845 the Rev. W. G. T. Shedd 
was elected professor of English literature, and a new subscription 
was begun with the intention of raising $100,000. Fifty thousand 
dollars was subscribed and secured. In 1847 Prof. G. W. Benedict 
resigned, after twenty-two years of devoted and most effective service. 
In 1848 President Wheeler resigned, and the next year the Rev. 
Worthington Smith, D. D., of St. Albans, Vt., was chosen to fill the 
office. A new subscription was opened with a view to raise $30,000, 
and the university entered upon a career of moderate prosperity. 
The 6 classes which entered during Dr. Smith's administration gradua- 
ted a total of 135, the largest numbering 27. President Smith's health 
failing in 1855, he was succeeded in the presidency by Professor 
Pease, who retained the office until February, 1862, when he was 
called to the pastorate of a church in Rochester, N. Y. In the follow- 
ing September Prof. Torrey was made president and filled the office 
until 1866. 

The operations of the university were once more sadly interrupted, 
by the civil war. In 1861 a large proportion of the undergraduates, 
moved by their love of the fatherland, exchanged "the still air of 
delightful studies " for the commotion and dangers of the tented field. 
They rushed to the defense of the country with an alacrity which 
threatened to leave the dormitories and lecture rooms empty. The 
catalogue of 1862-63 shows that of a total enrollment of 64, 28, or 44 
per cent of the whole number were in actual service in the field. And 
it appears that college boys made good soldiers, as even at that early 
period of the war 1 is set down as captain of cavalry, 6 as lieutenants, 
and others as filling various subaltern offices. Some of them gained 
higher posts subsequently, and others of them — are not the names of 
these young patriots inscribed on the memorial tablet in the chapel of 
the university ? 

And again it took a long time to recover from the effects, direct and 
indirect, of the war. Some, as was natural, never returned to com- 
plete their course at the university. Others who were in the wa}^ to 
a college training also joined the army, and came out of the war too 
old, as they thought, to enter college, or with complete change of 
plans and aims. The universal rule, u to him that hath shall be 
given," operated here as well as elsewhere. The classes were for a 



THE UNIVERSITY OF VERMONT. 151 

time so small as to cease to be attractive to young men, and not a few 
went outside the State to pursue their college course. 

By act of the general assembly, November 9, 1865, the Vermont 
Agricultural College, which had been chartered the year before, was 
incorporated with the University of Vermont. One of the conditions 
of the original charter was that $100,000 should be raised by voluntary 
subscription for its endowment or other uses. This not having been 
complied with, the charter of the college would, by one of its provis- 
ions, have lost its validity by November 15, 1865, had not the union 
been consummated. The expenses of this college or department are 
defrayed by the agricultural college fund, provided by the act of 
Congress of July 2, 1862, the income of which is $8,130 annually. 
The act under which the college is organized prescribes that its 
"leading object shall be^ without excluding classical and other studies 
of a scientific nature, and including military tactics, to teach such 
branches of learning as are related to agriculture and the mechanic 
arts." In accordance with this act the university has established 
courses in civil engineering, mining engineering, chemistry, and 
agriculture. A literary-scientific course has also been added for the 
benefit of such as desire the advantages of the regular academic 
course but are unable to pursue Greek. The instruction in botany, 
philosophy, zoology, and geology comes naturally, also, within the 
scope of the ordinance just cited. 

The student there is not required to take the " regular course." If 
his predilection is for mathematics he may pursue engineering for the 
four years, and so fit himself for railroad construction and bridge 
building. If he prefer chemistry, a large and well-equipped labora- 
tory is at his service, in which he may experiment and study for the 
same length of time. If he would inform himself on the sciences 
related to agriculture, the same opportunity is given for four years' 
continuous work. Provision is made also for mining engineering and 
metallurgy. 

And these same studies, one or more, may be pursued, in part or in 
full, by those who do not seek a degree. An excellent opportunity is 
thus offered to such as desire special instruction and aid in any of 
the branches pursued in the several courses. For example, the 
would-be druggist or physician or photographer has a chance to 
obtain in the laboratory just that special knowledge and skill which 
his prospective profession demands. So the teacher who finds or 
fears himself deficient in some branch in which he expects to give 
instruction may review his studies or pursue new branches by tem- 
porarily joining one or more of the college classes. In these and 
such ways the university aims to meet the needs of those who desire 
advanced instruction in one or more subjects and yet can not afford 
to devote several years to continuous study. 



152 HISTORY OF EDUCATION IN VERMONT. 

With the consent of the corporation certain changes were made by 
the legislature in respect to the number and the mode of election of 
the trustees of the university by acts passed November 2, 1810, and 
October 31. 1823, but these were, with like consent, repealed by the 
act of October 30, 1838, which revived and confirmed the provisions of 
the original charter, which charter remains in full force at the present 
time, with such modifications as the corporation of the university 
accepted in 1865, in accordance with the provisions of the charter of 
the Universit}^ of Vermont and State Agricultural College. 

Since the union of the university and State Agricultural College in 
1801, two systems have been combined in this institution — the trustees 
on the part of the university electing their own successors, while the 
trustees on the part of the Agricultural College have been elected by 
the legislature. 

Very soon after the union of the university with the Agricultural 
College was effected, the corporation invited Prof. James B. Angell, 
LL. D., of Providence, R. I., to the presidency. He was inaugurated 
1st of August, 1866, and entered with sagacity and vigor upon the 
difficult duties of the position. Money was to be raised, friends won, 
and enemies to be conciliated; facilities and men provided for the new 
courses of instruction; repairs to be made, students to be gathered, 
and hope and courage to be infused into the whole constituency of the 
college. There were conflicting views and interests also to be har- 
monized. Not a few of the alumni looked with a feeling of jealousy 
and distrust on the "agricultural" member of the firm; and the "prac- 
tical" friends of the new college deemed the successful raising of a bed 
of beets to be of more profit to the State, and more in the line of the 
real intent of Congress, than all the "dead" languages and fine-spun 
metaphysics in the old-fashioned curriculum. Mr. Angell soon gave 
proof of his rare qualities, in the quiet yet masterly skill that charac- 
terized his administration. He had a large business capacity, tact in 
the development of his plans, and a quick insight into the characters 
and motives of men. His cordial manners and power of persuasive 
speech drew students and others into terms of liking and friendship, 
and disarmed the almost hostility with which some of his plans were 
regarded by some of the older graduates of the institution. He intro- 
duced, also, into the college, and into the relations of the college with 
the city, a new and exceedingly pleasant social element — one which has 
not yet ceased to characterize the intercourse of citizens and students. 
Under Mr. Angell's leadership the university made a steady advance 
both as to facilities and as to the number of undergraduates. By 1867 
the alumni had subscribed $25,000 to endow a professorship in honor 
of Dr. James Marsh, and about as much more had been promised for 
other objects. In 1869 Mr. Angell reported that there was already 
upon the books about $75,000 of the $80,000 which it was proposed to 
obtain immediately. This subscription was commenced in October of 



THE UN1VEESITY OF VERMONT. 



153 



that year. The money was used in part for the renovation and remod- 
eling of the college building, the equipment of the new laboratory, and 
the erection of the president's house. The catalogue of 1866 shows a 
total of 31 students; that of 1870, of 67. 

At the close of the year 1870-71 Mr. Angell resigned to accept the 
presidency of the University of Michigan, and Prof. Matthew H. 
Buckham, who was graduated from the university in 1851, and who 
had served the institution in the chairs of Greek and of English for 
fifteen years, was elected to the vacant office. 1 At the same meeting 
of the trustees a vote was passed to admit young women to the aca- 
demic and scientific departments of the university under such regula- 
tions as the facult}^ should prescribe. Curiously enough, on the very 
day on which this vote was passed the associate alumni, after a spir- 
ited debate, also passed a resolution requesting the corporation " to 
consider whether it should not now offer its privileges to all persons, 
male and female alike," and expressing the conviction that "right and 
justice, a wise philosophy, and a sagacious policy invite to this new 
course." One young woman entered the classical department in the 
spring and 6 more in the fall of 1872. The university sought in this 
way to meet one of the growing needs of the time, and contribute 
something to the raising of the standard, though without the expecta- 
tion that women would come in large numbers to avail themselves of 
the benefits offered. At that date few schools in the country offered 
to women the opportunity for a sound and well-balanced training. 
Vassar College was then the only institution east of the Hudson which 
pretended to give the equivalent of a collegiate course. 

Some of the recent gains and changes must be very hastily sketched. 
In June, 1881, John P. Howard, of Burlington, gave $50,000 for the 
endowment of the chair of natural historj^. The surplus income after 



Presidents. 





Elected. 


Retired. 


* Rev. Daniel Clarke Sanders, D.D 


1800 
1815 
1821 
1825 
1826 
1833 
1849 
1855 
1862 
1866 

1871 


1814 


Harvard 1788 and A.M. and D. D. 1809 (* 1850 ^Et. 82) . 
*Rev. Samuel Austin, D.D 


1821 


Yale 1783 and A. M. and Coll. N. J. 1785; D. D. Williams 1807 (*1830 Mt. 70). 
* Rev. Daniel Haskel, A. M 


1824 


Yale 1802 and A. M. (*1848 Mt. 64) . 
* Rev. Willard Preston, D. D 


1826 


Brown 1806; D. D. Univ. Ga. (*1857 Mt. 71). 
* Rev. James Marsh, D. D 


1833 


Dart. 1817; D. D. Columb. 1830 and Amh. 1833 (*1842 MtA8). 
* Rev. John Wheeler, D. D 


1849 


Dart. 1816 and A. M.; D. D. Union 1834 (*1862 Mt. 64). 
* Rev. Worthington Smith, D. D , 


1855 


Williams 1816; D. D. Univ. Vt. 1845 (*1856 Mt. 61). 
*Rev. Calvin Pease, D.D 


1861 


Univ. Vt. 1838 and A.M.; D.D. Mid. 1856 (*1863 ^St.50). 
* Rev. Joseph Torrey, D.D 


1866 


Dart. 1816 and A. M. ; D. D. Harv. 1850 (*1867 ^Et 70) . 
James Burrill Angell, LL. D 


1871 


Brown 1849 and A. M. and LL. D. 1868. Now president of the University of 
Michigan. 
Matthew Henry Buckham, D.D 


Still i n 


Univ. Vt. 1851 and A. M.; D. D. Dart, and Ham. 1877. 


office. 



154 HISTOKY OF EDUCATION IN VERMONT. 

the professor's salary is paid is to be applied to the increase of the 
museum and library. John N. Pomeroy, LL. D., of Burlington, a 
graduate of the class of 1809, and for several years the oldest living 
alumnus, left $20,000 by will toward the endowment of the chair of 
chemistry, a department in which Mr. Pomeroy had long years before 
given the first course of lectures ever offered in the university. 

June 26, 1883, was dedicated the bronze statue of Lafa} r ette, which 
now graces the center of the park, and is said to be the most successful 
work of America's foremost living sculptor, Mr. J. Q. A. Ward. 
This was also Mr. Howard's gift. And it is not without reason that 
Mr. Howard's name is inscribed at one angle and Lafayette's at 
another angle of the foundation walls of the principal university 
building. 

In 1883 the Hon. Frederick Billings, of Woodstock, presented to 
the university, first, the famous library of the Hon. George P. Marsh, 
a collection of 12,000 volumes of rare value and interest; and secondly, 
the munificent sum of $100,000 for the erection of a library building 
suitable to enshrine such treasures as the Marsh collection and the old 
college library. The Billings Library was completed in July, 1885, at 
a total cost of $150,000, with a shelving capacity of 100,000 volumes; 
such a repository for literary treasures as no other college in America 
possessed at the time of its completion. 

The gift of $10,000 which Mr. Billings made for the increase of the 
library is now being expended, and several thousand volumes have 
already been added. The income from the bequest of Miss Maria 
Loomis, of Burlington, of the sum of $10,000, has become available 
for the purchase of books. The library is open seven hours daily on 
week days for consulting and drawing books, and for two hours on 
Sunday afternoons. The reading room of the library is supplied with 
all the leading scientific and literary periodicals. Persons not connected 
with the university have the free use of the library for consultation, 
and on special permission from the president or librarian are allowed 
to draw books. Students, as residents of the city, have also the use 
of the Fletcher Free Library, a collection of over 20,000 volumes, for 
loan and reference, which is open daily. 

We can only name the Park Gallery of Art, founded in 1873, by the 
Hon. Trenor W. Park, of Bennington, which contains a choice collec- 
tion of casts, paintings, engravings, etc.; the enlarged laboratory, 
with its ample facilities for chemical manipulation and experiment; the 
commons hall, built in 1885; the engineering course, which has intro- 
duced so many young men into lucrative and honorable positions; the 
improvements in park and grounds; the considerable increase in the 
number of scholarships and other proofs of the public confidence, 
and a steady and substantial progress. 

The catalogue of 1891-92 presents an enrollment of 189 students in 
arts and science, besides 55 in special courses and 209 in the medical 







' ' . -LSll 




THE UNIVEESITY OF VERMONT. 



155 



college. The graduating class in 1891 numbered 29. The total num- 
ber of graduates in arts was 1,157, of whom 50 are women. The whole 
number graduated from the medical school was 1,486. 1 

The following table shows the attendance of students in the various 
departments: 



1888. 



1890. 



Classical 

Literary scientific 

Engineering 

Chemical 

Agricultural 

Special 

Farmers' class . . . 



71 

23 

23 

9 

9 

6 

145 



22 
26 
12 
12 

7 
145 



The effect of the provision for State scholarships on the freshman 
class of 1889-90 was very marked and suggestive. The class was 
the largest in numbers and one of the best in quality that ever 
entered the university. It has thus become apparent, as the friends 
of education have always anticipated, that an appropriation by the 
legislature in aid of university education naturally awakens a new 
interest in the institution throughout the State, encourages students 
seeking a collegiate education to resort to the college of their own 
State, and enables young persons of limited means to acquire an edu- 
cation which would not otherwise be within their reach. Apart from 
the benefit of the very moderate sum appropriated by the legislature, 
the recognition of the claim of the university upon State patronage 
and the expression of interest and confidence in its university by the 
State have given a decided impetus to the progress which the institu- 
tion has been making in recent years. It is an unfortunate circum- 
stance that appointments to State scholarships, affording free tuition 
and incidental expenses to 30 students upon the nomination of senators, 
become available only once in four years, unless in case of vacancies. 

The necessary expenses are as follows: 



Tuition per annum 

Library, catalogues, and commencement 

Room rent, with care of rooms, suites accommodating 2, 3, or 4, for each student 
Single rooms, with care, $18 to $23. 

Contingent expenses for printing, services, repairs, etc , 

Reading room 

Total of college bills °. 

Board without rooms, $2.50 to $3.50 per week, 37 weeks 

Fuel, lights, and washing 



Econom- 
ical. 



$60. 00 

9.00 

11.50 

9.00 
2.00 



91.50 
92.50 
20.00 



204. 00 



Liberal. 



$60. 00 
9.00 
30.00 

9.00 
2.00 



113. 00 

129. 50 

30.00 



272. 50 



1 Whole number graduates in arts from 1804 to 1889, 1,101. Of these, 56 received 
the degree of C. E. ; 1, M. E. ; 41, Ph. B., and 3, B. S. Total of degrees other than 
A. B., 101. Of the above, 381 became lawyers, 217 clergymen, 75 physicians; 41 
(1875-1889) were women. Names of graduates in arts not living, 404; graduates in 
medicine, 1823-1836, 116; graduates in medicine, 1854-1889, 1,252; whole number 
of graduates in medicine, 1,368; whole number graduates in course, 2,469; honorary 
graduates, 368; graduates in arts who became professors in colleges and theological 
seminaries, 64; other college instructors, 16; college presidents, 11. 



156 



HISTORY OF EDUCATION IN VERMONT. 



The students' rooms are furnished at the expense of the university. 

The finances of "The University of Vermont and State Agricultural 
College " at that time are set forth in the following exhibit from the 
reports of the treasurer: 



From interest on Agricultural College fund . 

From rents 

From funds 

From students' bills 

•• University century " assessments 

From other sources 

From State appropriation 



Total. 



Salaries and wages 

Current expenses 

Apparatus and department supplies 

Library and reading room 

Repairs and furniture 

Other expenses 



Total. 



1888-89. 



130.00 
057. 38 
140. 21 
981. 12 
762. 50 
918. 16 



31, 989. 37 



24, 018. 85 
5,480.39 
976. 94 
976. 94 
435. 11 
927. 89 



32, 796. 13 



1889-90. 



$8,130.00 
4, 251. 12 
7,833.63 
4, 538. 96 
688. 59 
1, 650. 71 
6, 000. 00 



33, 093. 01 



25,112.13 
5,461.08 
1, 027. 17 
1, 948. 96 
376. 65 
780.49 



34,706.48 



The above statement does not include the receipts and expenditures 
of the medical department or of the experiment station. 

In 1886 the total value of property, exclusive of Congressional fund, 
was estimated at $520,000; value of lands, $130,000; value of buildings, 
$200,000; value of collections, $60,000; trust funds, $120,000. 

Of the above, the only item which includes any gift or grant from 
the State to the university is "value of lands." The reservation of 
lots for the benefit of the university in the later grants to townships 
resulted in securing to the university about 29,000 acres of land scat- 
tered thoughout the State, mostly wild mountain land of little value. 
From the "public lands" included in the above item, an annual rental 
of about $2,700 is received, making the gift to the university from the 
State to be of the value of about $45,000. 

MILITARY INSTRUCTION. 

In accordance with an act of Congress, an officer of the United States 
Army is stationed at the university as professor of military science 
and tactics, and all male students, except those in the medical depart- 
ment, are required to take part in military drill and instruction two 
hours each week. The military exercises are so ordered as not to 
interfere materially with other college duties, and are sufficiently 
attractive to inspire interest and enthusiasm in a body of young men. 

The United States Government furnishes breech-loading rifles, with 
ammunition, for infantry drill, and two 3-inch guns, with ammuni- 
tion and equipments, for artillery practice; so that the student, while 



THE UNIVERSITY OF VERMONT. 157 

pursuing- the usual college curriculum, has an opportunity to become 
familiar with the practical details of organizing and drilling troops 
and manipulating firearms. A simple uniform, costing about $15, is 
worn during drill. 

What sort of discipline the university gives, what kind of men it 
sends out, may be seen by scanning the roll of its alumni: Dr. Shedd, 
now of Union Theological Seminary; Dr. N. G. Clark, of the A. B. C. 
F. M. ; Dr. George B. Spalding, of Syracuse, N. Y.; Dr. Ebenezer 
Cutler, of Worcester, Mass; Dr. 1. E. Dwinell, of Oakland, Cal. ; Dr. 
J. H. Hopkins, of Wilkesbarre, Pa.; Bishops Bissel, of Vermont, and 
Howe (since deceased), of South Carolina, are living specimens from 
the long list of preachers and theologians whom it has helped to equip. 
What it has done for law and statesmanship may be suggested by the 
names of Collamer, Culver, Aldis, Kasson, Eaton, Gilbert, Hale, Bene- 
dict, Bennett, Jameson, Palmer, Powers, Smith — a list that might be 
greatly extended. Among the graduates who have been presidents or 
professors in other colleges may be mentioned Marsh, Herrick, and 
Ferrin, of Pacific University; Williams, Weed, Kent, Wells, Denni- 
son, and Dewey, of Michigan University; Peabody, of Illinois Indus- 
trial University; Allen, of the University of Pennsylvania; Tuttle, of 
Cornell; Woodruff, of Bowdoin; Worcester, of Union Theological 
Seminary; but we will not complete the roll. As to those who have 
done yeoman's service in other departments of educational work, they 
are too many for separate mention. 

And the university has done something for journalism. In the 
person of Henry J. Raymond it founded the New York Times; in that 
of James R. Spalding, of the same class (1840), it created the New 
York World. It was Alexander Mann, of the class of 1838, who 
made the Rochester American a power outside the State of New 
York as well as within it. Dr. Simeon Gilbert, in his conduct of the 
Chicago Advance, has both done good battle for religion and morals 
and won himself a good report. 

A list of the men of business who have received the diploma of the 
university would include railroad kings, manufacturers whose wares 
are sold on other continents, and publishers whose imprint is familiar 
wherever English books are read. And we have given these few 
names merely to show by living examples that the institution at least 
does no harm to such earnest and capable young men as seek from it 
a practical training for their life work. And some, as the record 
shows and as we are glad to add, go back again from the college to 
that oldest and most honorable of all professions — agriculture — and so 
give practical demonstration that Greek and science and philosophy 
are no disqualification or damage even to the farmer. 



L58 HISTORY OF EDUCATION IN VERMONT. 



I'MVKUSITY HU1LD1NCS. 



In October. 1793, the corporation voted "that early in the next 
summer a house shall be built on the college square for the use of the 
university." This building was intended for the residence of the 
president. It was begun in 1794 and nearly completed in 1795, but 
was not finished so as to be occupied until 1799. It was situated on 
the east side of the college park, a little to the south and west of the 
present museum building. It was of wood, 48 by 32 feet, two stories 
high, with hipped roof. After serving its original purpose for many 
years, in process of time this building became unlit for the residence 
of the president and degenerated into a tenement house. It was 
commonly known, forty years ago, as the "Old Yellow House," and 
among the students, owing to the number and variety of its occupants, 
as the "House of the Seven Nations." One still cold night in the 
winter of 1844 it was burned to the ground — by a stroke of lightning, 
as was said by the students. The faculty, however, had a different 
theory of the matter. 

The original college edifice proper was erected in 1801. In Octo- 
ber, 1799, the citizens of Burlington offered to the corporation a 
special subscription of $2,300 to aid in the erection of this building 
and in the procuring of books and apparatus, and contracts for the 
building were made the next year. The structure occupied the same 
site as the present edifice, and was of brick, 160 feet long, 75 feet wide 
in the center and 45 in the wings, and four stories in height. It had 
a hall in each story running the entire length of the building, and con- 
tained a chapel, 7 public rooms, and 45 rooms for students. This 
building was destroyed on the 24th of May, 1824, by an accidental fire, 
said to have been caused by sparks falling upon the roof from one of 
the chimneys. The sparks were afterwards ascertained to have come 
from some shavings which a student had set on fire in his stove on the 
ground floor. The "different college buildings" were stated, by the 
Vermont Sentinel, in July, 1805, to have cost thus far $24,391; but 
this must be too low a figure, as Thompson gives the cost of the origi- 
nal main building alone at about $35,000, " the greater part of which 
was contributed in Burlington and vicinity." It appears also that the 
funds for building the original president's house came mainly from 
Burlington. 

The new plan embraced 3 buildings, the north and soutn ones each 
three stories high and 75 feet long by 36 feet wide, while the middle 
one was 86 feet long, with a projection in front and rear, and was 
designed for administrative purposes. It contained the chapel, library, 
museum, and lecture rooms, besides two rooms which were assigned 
to the two rival debating societies, the "Phi Sigma Nu" and "Uni- 
versity Institute," each with its separate room for a library. The 
north and south college buildings were finished in the course of 



THE UNIVERSITY OF VERMONT.- 159 

1825-26, and cost about $10,000, " nearly all subscribed by inhabitants 
of Burlington and vicinity." The middle college was erected and 
nearly completed in 1829, and cost about $9,000. The dome by which 
it was surmounted, and which for more than fifty years served as a 
beacon for the wide region of country between the Green Mountains 
and the Adirondacks, was designed, and the working plans therefor 
executed, by the late Prof. George W. Benedict. 

The north and south college buildings were fitted for dormitories. 
Each was built in two divisions, separated by partition walls. There 
were no halls lengthwise of any of the buildings, and it was impossible 
to pass from one division to another or to the center building without 
going out of doors. Ail the buildings were of brick and covered 
originally with tin, which was subsequently, about thirty years ago, 
replaced with Welsh slate. At this time the buildings, which were 
originally separated by spaces of some 7 feet, were connected so as to 
form a continuous wall, and the small rooms thus gained were used 
in various ways. The total length of the old building amounted, 
according to these figures, to 250 feet. 

In the olden time there were recitation rooms on the lower floor of 
south college. Soon after Mr. Angell assumed the presidency (in 1866) 
the lower story of the north college was taken for the general labora- 
tory, lecture, assaying rooms, and other uses of the chemical depart- 
ment. The chapel was refitted and refurnished somewhere about 1860. 
In 1861, or the earlier part of 1862, the south college was thoroughly 
repaired, and the interior changed so as to furnish convenient suites of 
rooms for the use of students. The students' rooms in the north col- 
lege were remodeled after a similar plan two or three years later. In 
1862, also, the present museum building, 40 by 60 feet, was erected. 
This was originally but two stories high, and owed its existence mainly 
to the efforts 'of President Pease and Professor Clark. The third story 
was added in 1864 at the expense of Hon. Trenor W. Park, of Ben- 
nington, for the accomodation of the art gallery. What has been 
known to later generations of students as the "old president's house," 
that occupied by Professor Petty, is believed on good authority to have 
been standing in 1808. By whom or when it was built we have not 
been able to ascertain. It did not belong originally to the university. 
C. P. Van Ness is said to have lived in it in 1809, and for many years 
after that date to have owned and occupied it; but President Haskel 
is affirmed to have made it his residence after his resignation of the 
pastorate of the First Church (in 1822), and President Marsh lived and 
died in it (1826-1842). It was familiarly known in distinction from 
the first president's mansion— "the old yellow house" — as the "white 
house." Not long after the death of Dr. Marsh, it became a college 
boarding house, and for some years gathered more students about its 
long tables than any other 3 or 4 houses in the village. 



160 HISTORY OF EDUCATION IN VERMONT. 

President Marsh's office, a one-story wooden building, used to stand 
near the street line to the southwest of the house, and we believe is 
still preserved as a part of the cottage now occupied by the college 
janitor. 

The president's mansion, now occupied by President Buckham, was 
built for President Angell in 1869. It was erected during the days of 
in Hated currency, when it took a good deal of money to buy a very 
little of any other commodity, and cost some $14,000 raised by 
subscription in Burlington. 

In 1882-83, by the liberality of Mr. John P. Howard, what is known 
to the present generation as the old college building was thoroughly 
remodeled and reconstructed at an expense of nearly $50,000. Greater 
height was given to each story, and the ends and center brought 
forward by projections, giving a depth at the center of 60 feet, and at 
the ends of 12 feet. 

The center of the building rises a story higher than the rest and is 
surmounted by a belfry and spire, the gilded finial of which is 150 
feet from the ground. The tip of the center gable is 93 feet from the 
ground. Between the large projections and gables are two smaller 
ones, in which are the two front entrances. 

As to interior arrangement, the chapel occupies the same position 
as in the old college "building. It is 65 feet long, 33 feet wide, and 23 
feet high. Under the chapel is the drill room, over it 2 commodious 
lecture rooms. To the south and north of the central portion are 6 
lecture rooms, each 33 by 25 feet, with large lobbies attached, and 2 
smaller recitation rooms, besides rooms for apparatus, chemical stores, 
waiting room, Y. M. C. A. room, etc. At the north end is the chem- 
ical laboratory; over that, the rest of this end and the whole of the 
south end are devoted to dormitories. The fourth story affords an 
additional number of dormitories. 

The first lectures in the medical department were to mixed classes 
of ladies and gentlemen at the old " Pearl Street House," not the 
structure at present occupied by the "St. Joseph's College," but one 
which was burned on the same site. 

The old medical-college building at the south end of the park was 
erected in 1829, and was originally a plain brick structure of two 
stories. During the suspension of the med. 1 department from 1830 
to 1853, the laboratory and lecture room in this building were used by 
the professor of chemistry and natural philosophy for the lectures on 
chemistry and physiology in the academical course. In 1859, at an 
expense of some $4,000, the medical building was thoroughly over- 
hauled, and greatly enlarged by an extension to the rear and by the 
addition of another story to afford room for an enlarged amphitheater, 
etc. In 1880 the lecture rooms were again enlarged, this time to the 
utmost extent the building would admit of, and a new chemical labo- 



THE UNIVEESITY OF VEKMONT. 161 

ratory and dissecting rooms were provided in a two-story addition in 
the rear of the main structure. But these accommodations soon came 
to be too narrow and in 1884 were abandoned for the new quarters at 
the north end of the park. This building, formerly the residence of 
Governor Underwood, was purchased, refitted, and presented to the 
university for the use of the medical college by the same generous 
friend who had previously rebuilt the main college edifice. 

The Billings Library was completed and dedicated in the summer of 
1885, the building having been begun in the fall of 1883. It is of 
sandstone from Longmeadow, Mass. , 190 feet in length and 67 feet in 
depth at the center. The polygonal apse is 52 feet high and 47 feet 
in diameter. From the ground to the apex of the central gable is 62 
feet, the width of the main front being 58i feet. The central tower 
is 90 feet high, constructed entirely of stone. The main library build- 
ing is 85 feet long by 41 feet broad, with a room beneath of the same 
dimensions intended for duplicates, Congressional documents, and 
other volumes not likely to be often consulted, as well as for work 
tables at which volumes may be prepared for the bindery or for shelv- 
ing. The library is heated by steam. The central hall is used as a 
reading room; the apse contains bound periodical literature and special 
collections for class use, and there are four special rooms besides the 
librarian's, in any one of which a student or writer who has need of 
absolute solitude may be entirely by himself. Behind the central hall 
is a room constructed expressly to contain the library of the Hon. 
George P. Marsh, 38 feet in length by 32 in breadth, richly furnished 
in oak, and constituting, with the treasures it contains, an ideal work- 
room for the scholar. 

The interior of the main library building is richly finished in Georgia 
pine, with the exception of the birch floors and the furniture of the 
library, which is of oak. The massive mantelpieces, too, are of oak, 
and show some very fine carving. Excellent carving is exhibited also 
in the hammer-beams of the apse and in the stonework about and above 
the entrance. At the angle of the gable, upon a huge, round stone, 
is carved the seal of the university with its venerable motto, Studiis 
et rebus honestis. The Billings library is built according to what is 
known as the "slow-burning construction." There are no spaces 
between the floors; the teams are all solid and exposed; no interstices 
or corners are left where fire may lurk. All the partitions and spaces 
are filled with fireproof material, leaving no possibility for fire to 
start at any point. But there is not space here for a full and detailed 
description. Suffice it to say that the architecture is of the Roman- 
esque order; that the edifice is one among the most successful of those 
erected by Mr. H. H. Richardson, a man whose death has been so 
deeply deplored by all intelligent lovers of architectural art. Over 
3177 11 



162 HISTORY OF EDUCATION IN VERMONT. 

the generous mantel may be seen the face of the princely donor, Fred- 
erick Billings, an alumnus of 184:4: and a fellow-townsman of the 
Marshes. 

Mr. Billings has recently crowned his various gifts to the library 
which boars his name by an endowment of $50,000, which is "to be 
invented and the income exclusively used for the care of the Billings 
library and the payment of its current expenses." He has also made 
provision for the publication of a catalogue of the books in the Marsh 
library, which were given b}^ Mr. Billings to the university in 1883. 
The sum of all of Mr. Billings's gifts to the library approaches 
$250,000. While a few gifts of larger amount have been bestowed on 
American educational institutions, none have surpassed, if any have 
equaled, Mr. Billings's bounty to the university of his native State 
and his own alma mater in the spirit in which it has been given, in the 
large appreciation of the claims of learning, and in the thoughtfulness 
and wisdom with which this noble benefaction has been wrought out 
even in the minutest details. 

THE MEDICAL DEPARTMENT. 

The medical department of the University of Vermont was fully 
organized in 1821. The gentlemen who composed the faculty at that 
time were: John Pomeroy, professor of surgery; James K. Piatt, 
professor of midwifery; Arthur L. Porter, professor of chemistrj^; 
Nathan K. Smith, professor of anatomy; and William Paddock, 
professor of practice and materia medica. Instruction was given by 
these gentlemen and their successors for thirteen years, during which 
time 114 students were graduated from the institution. The result of 
the enterprise was not successful, for after 1825 the number of 
students steadily diminished, and in 1836 the department ceased to 
exist. 

A medical college was established in Woodstock, and incorporated 
October 26, 1835. In 1843 there was a faculty of 8 professors, among 
whom was the Hon. Jacob Collamer, professor of medical jurispru- 
dence, who afterwards became United States Senator. The college was 
then in a nourishing condition, and had a large number of students 
enrolled. 

In the same year, 1843, there was a medical college in Castleton and 
2 courses of lectures were annually delivered, each course covering 
a period of fourteen weeks. The fee for matriculation was $5; for all 
the lectures, $50; the cost of graduation, $16. There were 8 profess- 
ors in the faculty, and in the year named 105 students enrolled at the 
spring term and 109 at the fall term. 

Two unsuccessful attempts to revive it were made by Dr. S. W. 
Thayer, the first in 1840, the second in 1842; but it was not until 1853 
that Dr. Thayer, with the aid of President Smith, Rev. John Wheeler, 



THE UNIVEESITY OF VERMONT. . 163 

Professor Benedict, Hon. John N. Pomeroy, and other public-spirited 
citizens of Burlington, succeeded in reorganizing the medical college. 
The new medical faculty consisted of Horatio Nelson, professor of 
surgery; S. W. Thayer, professor of anatomy; Orrin Smith, pro- 
fessor of obstetrics; Henry Erni, professor of chemistry, and Walter 
Carpenter, professor of materia medica. Since this time the growth 
and prosperity of the institution have been uninterrupted. During 
Professor Thayer's long connection with the medical department he 
spared neither time nor labor in its promotion. Professor Car- 
penter filled the chair of materia medica from the organization of 
the college in 1853 until 1857, when he was made professor of theory 
and practice, a position which he held until his resignation in 1881. 
Professor Thayer lectured on anatomy and surgery, besides discharg- 
ing the duties of dean and secretary, from 1855 until 1872, when he 
left Burlington to reside for some years in the West. At this time he 
was made an emeritus professor of anatomy. On his return to active 
practice in Burlington, in 1881, he was reappointed dean of the med- 
ical faculty, and took the chair of hygiene. 

Among the distinguished medical teachers who in former years 
have occupied chairs in the medical faculty may be mentioned the late 
Prof. Nathan R. Smith, M. D., of Baltimore; Alonzo Clark; the late 
Drs. John Pomeroy, Nathan Smith, William Paddock, S. W. Thayer, 
Dr. Bliss, Edward E. Phelps, Benjamin Lincoln, Horatio Nelson, Pro- 
fessor Perkins, and Orrin Smith; the late Prof. William Darling, 
M. D., LL. D., F. R. C. S. (England); the late Prof. J. L. Little, 
M. D., of New York; Others of professional eminence still living, 
who were formerly associated with the medical faculty, are as follows : 
Ordronaux, Hammond, Roosa, Dunster, Yale, Thomas Antisell, of 
Washington, D. C, and Hon. Edward J. Phelps. 

It has been the custom of the medical faculty to select from other 
institutions, and from all parts of the country, the best teachers that 
could be obtained, a custom which has been facilitated by the circum- 
stance of the regular lecture sessions being held from March till July, 
when the lecturers from the large colleges of other cities, holding their 
lecture sessions only during the winter months, could thus be enabled 
to contribute their services to the University of Vermont. And the 
past history of the college and its present prosperity sufficiently 
demonstrate that this plan has been eminently successful. 

No single act of any individual has conferred more benefit upon the 
medical college than the generous act of Miss Mary Fletcher in found- 
ing the hospital which bears her name. Since the opening of the 
Mary Fletcher Hospital the students of the medical department have 
had access to its wards and amphitheater. They are thus enabled to 
enjoy clinical advantages such as are afforded by few, if any, other 
places of the size of Burlington. 



164 HISTORY OF EDUCATION IN VERMONT. 

Since the establishment of the Mary Fletcher Hospital the attend- 
ance of students has greatly increased and the number of those grad- 
uating more than doubled. 

To accommodate the students the old college buildings had been 
from year to year enlarged, until in 1884 it became evident that an 
entirely new structure would be required. At this juncture the 
medical faculty were agreeably surprised to receive from Mr. John P. 
Howard the munificent gift of a new and commodious college build- 
ing. This new structure, which had been so far completed as to 
accommodate the class that year, was elaborated and entirely finished 
in readiness for the session of 1885. The new structure is a substan- 
tial brick building, situated on Pearl street, on the north side of and 
imniediatety overlooking the college park. It is provided with an 
amphitheater capable of comfortably seating 350 students. The labo- 
ratories for practical chemistry and plrysiology and the dissecting 
room for practical anatomy are ample in size and supplied with every 
modern convenience that may contribute to the comfort of the student 
and facilitate his work. 

The college museum is spacious, well lighted, and contains a large 
collection of carefully prepared specimens, many of them rare, illus- 
trating alike normal and pathological structures. The entire edifice is 
heated bj steam, thoroughly ventilated, and in all its appointments 
completely adapted to medical teaching. 

Among the msmy magnificent and liberal gifts, amounting in the 
aggregate to nearly half a million dollars, which Mr. Howard has so 
generously bestowed upon the city of Burlington none will reflect 
more lasting praise or elicit more grateful acknowledgment than this 
much-needed and elaborate college building, erected for the promotion 
of medical education and dedicated to the advancement of medical 
science. 

In order to render several courses of instruction as thorough as pos- 
sible, the faculty have selected a number of medical gentlemen to 
lecture upon special subjects. Such parts of the regular course as are 
not taught in detail by the regular professors will thus receive special 
attention from gentlemen who are acknowledged authorities in their 
respective, specialties, each one giving a short and practical course of 
lectures. 

The plan of instruction adopted by this institution comprises a com- 
plete course of lectures upon the seven branches of medical science, 
viz, anatomy, physiology, chemistry, materia medica and therapeutics, 
surgery, obstetrics, and the theory and practice of medicine. 

REQUIREMENTS FOR GRADUATION. 

Students who have matriculated in this college prior to July 1, 1890, 
will be subject to the regulations and requirements for graduation as 
printed in the announcement for 1890. 




MAIN BOOK ROOM OF LIBRARY. 



THE UNIVERSITY OF VERMONT. 165 

Three full courses of lectures, of at least twenty weeks each, will be 
absolutely required of students who do not come under the above 
regulation, and no period of practice will be taken as an equivalent of 
one course. 

No candidate shall be admitted to an examination until all fees due 
the college from such candidate shall have been paid. 

Candidates for the degree of Doctor of Medicine, before presenting 
themselves for examination, must have attended at least 3 full courses 
of lectures of twenty weeks duration each, the last at this college. 
The candidate must have studied medicine three years, must have 
attained the age of 21 years, and must present full certificates of 
the time of his stud}^, of age, and of moral character. Each candi- 
date is required to deposit his examination fee with the secretary of 
the medical faculty one month before the close of the session, and to 
furnish evidence of having pursued the study of practical anatomy 
under the direction of a demonstrator. He must also pass a satisfac- 
tory written or oral examination before the medical faculty and board 
of medical examiners appointed by the State Medical Society. No 
thesis is required. 

Matriculation fee, payable each term $5. 00 

Fees for the full course of lectures by all the professors: 

First and second year, each 75. 00 

Third year and subsequent years, each 50. 00 

AGRICULTURAL DEPARTMENT. 

In 1862, largely through the exertions of Hon. Justin S. Morrill, 
then Representative and since Senator from Vermont, Congress passed 
an act donating public lands to the several States and Territories 
which may provide colleges for the benefit of agriculture and the 
mechanic arts. Under the provisions of this act the legislature of 
Vermont chartered, in 1862, the Vermont Agricultural College, which, 
failing to receive the support necessary to put it into operation, was, 
by an act approved November 6, 1865, incorporated with the Univer 
sity of Vermont into one institution by the name of " The University 
of Vermont and State Agricultural College." It is the Agricultural 
and Mechanical College of Vermont. 

The university and agricultural college have each a board of 9 trus- 
tees, the members of the latter being chosen by the State legislature; 
and, according to an act of legislature, " all the trustees shall, together 
with his excellency the governor of the State and the president, who 
shall be ex-officio a member, constitute an entire board of trustees of 
the corporation hereby created, who shall have the entire management 
and control of its property and affairs, and in all things relating thereto, 
except in the elections to fill vacancies, shall act together jointly as 
one entire board of trustees; provided that all future elections or 
appointments to said board of trustees shall be made with special ref- 
erence to preventing any religious denominational preponderance in 



166 HISTORY OF EDUCATION IN VERMONT. 

said hoard." The institution has, therefore, one board of trustees, one 
treasury and financial management, and one set of officers. 1 

At the time of the opening of this department it was found that there 
was a call from students for instruction in those sciences relating to 
the mechanical arts, and that there was no desire on the part of the 
young men of the State to receive instruction in agriculture pure and 
simple. As was natural, the university directed these forces toward 
the satisfying of the present demand, and the principal part of the 
instruction given under the head of agriculture and mechanical arts 
was for some 3^ears given in the course of engineering and of chem- 
istry. The work in chemistry was broadened to include agricultural 
chemistry, with special reference to the problem of fertilization. In 
1877 the university began its first purely agricultural work by a course 
of 50 lectures on veterinary medicine by Prof. Noah Cressy, one half 
delivered in Burlington and the other half at various places around 
the State in connection with the meeting of the Board of Agriculture 
and Dairymen's Association. About the same time Prof. W. O. 
Atwater, of Wesle}^an University, conducted at the expense of the 
university an extended series of experiments throughout the State on 
fertilizers. From that time until the present, representatives of the 
university have attended the various meetings of the Board of Agri- 
culture and Dairymen's Association, and the various farmers' clubs 
throughout the State. 

In 1879 and 1880 the work throughout the State on fertilizers was 
continued and prizes were offered for the largest crops of corn and 
potatoes raised by farmers' boys. In 1881 an analysis of commercial 
fertilizers sold in the State was made a part of the work of the pro- 
fessor of chemistry, and in 1885 the first purely agricultural instruction 
at the university was given by the professor of chemistry on the sub- 
ject of "fertilization of crops," there being 18 students in attendance. 

1 It should be understood that the legislature has no power over the charter of the 
institution. A clause in a proposed charter making it amendable and repealable by 
the legislature caused the rejection of that charter by the university, and was left out 
of the present charter. The legislature can not revoke or alter the grants made in 
the charter to the institution without its consent. In case the corporation ' ' shall 
fail substantially to carry out the provisions and requirements " of the charter, the 
supreme court of this State may, by a legal process which has been set forth by an 
act of the legislature, annul and vacate the charter and separate the institution into 
the two parts of which it was originally composed. But the legislature has virtual 
control over the institution through the power it has of electing one-half the board 
of trustees and of appointing a board of visitors who may ' ' examine the affairs of 
said corporation." This last-mentioned power the legislature has never exercised. 
It is worth considering whether the appointment of such a board of visitors, made up 
of men representing "the several pursuits and professions of life," who should peri- 
odically visit the institution and make careful and intelligent examination of its 
affairs and report thereon to the legislature, would not prove helpful to the institution 
and to all the interests concerned. 



THE UNIVERSITY OF VERMONT. 167 

The next year, 1886, a professor of agriculture was appointed, the 
winter farmers' class continued, being attended by 30 students. The 
State legislature in the fall of 1886 appropriated $3,500 annually for 
the establishment of an experiment station. 

In accordance with the provisions of the State Experiment Station 
law the trustees of the University of Vermont and State Agricultural 
College proceeded to appoint a board of control for the station. The 
board at once took possession of the old medical college building, 
which was placed at their disposal for the use of the station by the 
university, and proceeded to make such repairs and alterations as were 
needed, and to construct and equip the laboratory and other rooms 
required for exerimental work. The director and his assistants, as 
soon as the fixtures and apparatus were in readiness, began the investi- 
gations and researches specified in the organic act, specially the analysis 
and testing of fertilizers, natural and commercial, licensed and 
unlicensed, and the study of new fodders with reference to their adap- 
tation to our soil and climate, their chemical compositions and feeding 
values. The results of these researches have been published and dis- 
tributed from time to time in bulletins and are incorporated in the 
annual report of the station. 

The appropriation was continued by the State for three and a half 
years and was withdrawn on account of the passage by Congress of the 
so-called Hatch Act, which gives $15,000 * annually to the university 
for conducting the work of the experiment station. But as the money 
from the national appropriation could not be used for building, a 
limited extension of the State appropriation was granted by the legis- 
lature of 1888, amounting to $5,250. In 1888 a farm of 104 acres was 
purchased in South Burlington and a full line of experimental work 
instituted. During the winter of 1887-88 a regular course of farmers' 
lectures was conducted with an attendance of from 60 to 130 at each 
session, and also a short course in agriculture was offered, attended by 
9 students. This short course has been gradually lengthened until now 
there is a four years' agricultural course leading to a degree, as also a 
two years' course, which is so arranged as to enable the student to 
devote his whole time to the study of the principles and processes of 

x The measure which Senator Morrill has for many years patiently urged upon 
Congress for ' ' the more complete endowment and support of the colleges, ' ' which 
owe their existence to his wisdom and energy, became a law, August 30, 1890. This 
act provides for paying to the colleges established under the act of 1862 $15 000 
annually, increasing by yearly additions of $1,000 to $25,000 " to be applied only to 
instruction in agriculture, the mechanic arts, the English language, and the various 
branches of mathematical, physical, natural, and economic science, with special 
reference to their application in the industries of life, and to the facilities for such 
instruction," with the further limitation that "no portion of said moneys shall be 
applied, directly or indirectly, under any pretense whatever, to the purchase, erec- 
tion, preservation, or repair of any building or buildings." 



108 HISTORY OV EDUCATION IN VERMONT. 

farming and to those branches of science most closely related to agri- 
culture. The catalogues of 1891-92 embraced 20 agricultural students 
distributed among all of the 1 classes. The winter course of lectures 
was continued each winter up to 1891, inclusive. During the winter of 
1891-92 its place was taken by a daily school lasting four weeks and 
attended by 50 pupils. The farm in South Burlington was so far dis- 
tant from the university as to render it of little value for the purpose 
of instruction and to make it difficult to carry on successful experi- 
mentation. In 1891 a second farm was purchased adjoining the univer- 
sity property and a full set of buildings erected, the farm and 
buildings together costing about $35,000. The university is thus at 
present one of the best-equipped agricultural colleges for the purpose 
of experiment and instruction. The faculty of the agricultural depart- 
ment has grown correspondingly, until at the present it comprises 16 
men, 5 of whom give their entire time to the agricultural department 
and the rest give instruction in this and in other departments. 

Applicants for admission to the agricultural course must be at least 
15 years of age, must bring satisfactory testimonials of good charac- 
ter, and be prepared to pass a satisfactory examination in the branches 
of a common school education, particularly in English grammar, 
geography, and arithmetic. 

Agricultural students who are residents of Vermont are not required 
to pay tuition; no laboratory fee is charged, and no charges made for 
use of chemicals and apparatus. The actual cost of apparatus broken 
is charged to the student to insure carefulness in its handling. There is 
a Commons Hall on the university grounds, at which good table board 
is furnished to students at cost. The rate of board at present is from 
$2.50 to $2.75 per week. Good board, with room, may be obtained in 
private families at $3.50 to $4.50 a week. 

The agricultural students have all the privileges of the library, 
reading room, museum, etc. , the same as the other students. They 
also have the advantages of the presence of the State Agricultural 
Experiment Station, where the newest theories are being tested and 
the most approved methods used. 

INSTRUCTION IN THE MECHANIC ARTS. 

The act of Congress establishing the national colleges places "the 
mechanic arts " side by side with agriculture in its provisions for edu- 
cation. The term u mechanic arts " was evidently intended to be inter- 
preted largely as equivalent to "the other industrial arts." Under 
this head this institution has provided for instruction in the depart- 
ments known as the civil engineering and the chemical. These terms, 
it should be understood, include a variety of subjects besides chemistry 
and engineering proper, and in fact embrace a large part of the field 
of science as applied to the industrial arts. 



MIDDLEJBURY COLLEGE. 169 

The studies pursued comprise mechanics, drawing (to which a large 
amount of time is devoted), civil engineering, electrical engineering, 
surveying, both theory and practice, and sanitary engineering. Atten- 
tion is also given to the preparation of specifications and contracts. 

The new building for the mechanical and electrical engineering 
departments at the University of Vermont is practically finished. The 
equipment, including boiler, engine, machinery, and tools is first class 
throughout, and compares favorably with that of any similar institu- 
tion in the country. 



A BRIEF HISTORY OF MIDDLEBTJRY COLLEGE. 

By Charles B. Wright, of the Department of English. 
CHARACTER OF THE EARLY SETTLERS. 

As Vermont was settled by emigrants from the older New England 
States, especially Connecticut and Massachusetts, it is natural that her 
civil, religious, and educational institutions should in many ways be 
duplicates of theirs. The settlers brought with them and retained in 
their new surroundings a strong belief in the church, the schoolhouse, 
and the college as essential elements of healthy, permanent growth. 
Privations only strengthened this belief and stimulated their determi- 
nation to establish among themselves at the earliest possible day the 
institutions whose models had been so integral a part of their previous 
experience. It needed only a sufficient number of families in any 
neighborhood, therefore, to secure the organization of a school dis- 
trict without delay. As soon as a village became populous, a gram- 
mar school or an academy was projected. The political situation, how- 
ever, was for many years extremely unfavorable for educational devel- 
opment. Besides the obstacles obtaining in all new settlements, there 
were many special hindrances. The controversies in which the inhab- 
itants were so long involved for autonomy and the Revolutionary war 
both bade fair to annihilate Vermont as an independent State and turned 
all thoughts toward preservation rather than toward culture. Pre- 
vious to her admission to the Federal Union almost the entire energy 
of Vermont had been absorbed in what may be called without exagger- 
ation a fight for life. Under all the circumstances, then, it is a very 
creditable showing that previous to the close of 1791 four grammar 
schools had been incorporated: Clio Hall, at Bennington; Windsor 
County Grammar School, at Norwich; Rutland County Grammar 
School, at Castleton, and Athens Grammar School, at Athens. Nor is 
it surprising that during the next ten j^ears, the adverse pressure hav- 
ing finally been removed, eight similar institutions were added to the 
list: Cavendish Academy, Caledonia County Grammar School, Addi- 
son County Grammar School, Franklin County Grammar School, 



170 HISTORY OF EDUCATION IN VERMONT. 

Montpelier Academy, Windham Hall, Chittenden County Grammar 
School, and Brattleboro Academy. The day when institutions similar 
to Yale and Harvard should crown Vermont's educational system had 
doubtless been looked forward to for many years as a consummation 
possible when peace should come, but it was not till November, 1791, 
that the legislature passed an act establishing a home college, the 
University of Vermont at Burlington. Previously, however, in 1785, 
while the controversy was yet unsettled between New Hampshire and 
Vermont, the latter had granted to Dartmouth College and Moor's 
Charity School 23,000 acres of land. 

For various reasons, after the act of incorporation had been obtained 
in 1791, nothing was done at Burlington for a number of years toward 
putting a college into operation. In the meantime inhabitants of 
Middlebury and vicinity were moving for a college there. Young 
men desirous of a college education had to leave the State to obtain it, 
and great inconvenience resulted in consequence. It is related that 
the father of Jeremiah Evarts, when on his way to New Haven to 
place his son in Yale College, visited friends in Middlebury and 
expressed his regret at being forced to send his son so far because there 
was no college in Vermont. The University of Vermont seemed un- 
able to furnish immediate relief. " The town contained but few inhab- 
itants, and it was not in their power to erect the necessary buildings, 
procure a suitable library, philosophical apparatus, or the proper 
accommodations for professors and students. The trustees were em- 
barrassed, seldom met, and a president was not appointed for the 
seminary." 1 



SECURING THE CHARTER. 



The Addison County Grammar School had been given its charter in 
1797, and its prospects were exceptionally bright. The act of incor- 
poration had required $1,000 for building purposes, but more than 
$4,000 had been raised, the inhabitants of Middlebury being the prin- 
cipal donors. In 1798, while the building was being erected, Dr. 
Timothy D wight, then pres^ent of Yale College, visited Middlebury 
and encouraged the plan of establishing a college there. Everything, 
indeed, conspired to make such a- plan feasible. The building pro- 
vided for the grammar school was amply large for both school and 
college purposes. It was of wood, 80 feet by 40, and three stories 
high; it contained convenient rooms for students and a chapel in the 
upper story. The founders of the school had ''procured books, ap- 
pointed an instructor, and collected a number of students. Their 
exertions had produced more of a literary appearance than was to be 
seen at Burlington. In this state of things they asked the legislature 

1 Williams's History of Vermont. 



MIDDLEBURY COLLEGE. 171 

to let them go on and make a college out of the .school they had already 
formed. The matter had been suggested to the assembly at Windsor 
the year before. It was now urged with more warmth, and the legisla- 
ture was invited to view and examine what they had already done. 
After much debate and reasoning upon the subject a majority of the 
house were of opinion that the exertions of Middlebury ought to be 
encouraged; that the most probable way to encourage the introduction 
and cultivation of science in the State would be to favor those who 
were willing to be at the expense of it, and to make it the interest of 
such societies to endeavor to excel and improve upon each other." 1 

Two causes operated, it would appear, to delay the granting of the 
desired charter: The direct efforts of the opponents of such incorpora- 
tion, and, to a less extent, the political agitations of the time in con- 
nection with the administrative policy of President Adams, which 
appear from the records to have been of absorbing interest to the suc- 
cessive legislatures. That of 1800, -however, was more deeply con- 
cerned in the advancement of the interests of the State through the 
encouragement of education and literature, and the efforts of those 
who had been so repeatedly advocating a Middlebury charter were in 
that year rewarded with success. The following summary from the 
journals of the general assembly of the State of Vermont will show in 
detail the legislative action: 

Wednesday, October 31, 1798: A petition of Gamaliel Painter, and others, trustees 
of the Addison County Grammar School, stating that the petitioners and others, 
inhabitants of Middlebury, induced by an ardent desire to promote and encourage 
the education of youth by establishing and carrying into immediate operation a col- 
lege or university within the State, have erected large and convenient buildings 
suited to the purposes of a college, and praying the legislature to establish a college in 
Middlebury and to grant a charter of incorporation to such trustees as shall be 
appointed, vesting in such trustees such rights and privileges as are enjoyed and 
exercised by such bodies — was referred to a committee consisting of one member from 
each county, to be nominated by the clerk of the house. Eeferred, Monday, Novem- 
ber 5, 1798, to the next session of the legislature. 

Saturday, October 12, 1799: Petition received from last session of the legislature 
referred to a committee to join a committee from the council, and on Monday, Novem- 
ber 4, 1799, referred again to the next session of tue legislature. 

Saturday, October 11, 1800 (two days after the opening of the session at Middlebury) : 
Petition referred from the last session of the general assembly referred to a committee 
to join with one appointed on the part of the council. 

Tuesday, October 28, 1800: Committee reported a bill entitled "An act incorpo- 
rating and establishing a college at Middlebury, in the county of Addison; " the 
incorporation being declared expedient by the house in committee of the whole, 
Wednesday, October 29, 1800. 

Friday, October 31, 1800: Bill read a second time, and ordered engrossed and sent 
to the governor and council for revision and concurrence or proposal of amendment; 
yeas 117, nays 51. The governor and council concurred, without amendment, in a 
message to the house, Saturday, November 1, 1800. 

1 Williams's History of Vermont. 



17 W 2 HISTORY OF EDUCATION IN VERMONT. 

The charter bears the date of November 1, 1800. It is signed by 
Isaac Tichenor, governor, and Roswell Hopkins, secretary of state. 
In it Messrs. Jeremiah Atwater, Nathaniel Chipman, Heman Ball, 
Elijah Payne, Gamaliel Painter, Israel Smith, Stephen R. Bradley, 
Seth Storrs, Stephen Jacob, Daniel Chipman, Lot Hall, Aaron Lee- 
land, Gershom C. Lyman, Samuel Miller, Jedediah P. Buckingham, 
and Darius Matthews are constituted "an incorporate society, or body 
corporate and politic," to be u called and known by the name of the 
president and fellows of Middlebury College." Of this number, 5 — 
Gamaliel Painter, Seth Storrs, Samuel Miller, Daniel Chipman, and 
Darius Matthews — had been appointed trustees of the Addison County 
Grammar School on its incorporation in 1797. Until 1805 the work 
of both the college and the grammar school was carried on in the 
same building. President Atwater continued to be the nominal prin- 
cipal of the academy, though he no longer gave instruction. He had 
been recommended to the principalship by Dr. D wight, with a view 
to the presidency when a college charter should be secured. In 1805 
the preparatory school was removed to a building erected in 1803 for 
the female seminary, and vacant because of the death of the principal, 
Miss Strong. 

THE FIRST FIFTY YEARS. 

Two things are noticeable in connection with the foregoing account. 
The college was a natural development from the grammar school, with 
which at the outset it sustained peculiarly intimate relations. It was, 
in its inception, under the stimulus of Yale College, in the person of 
its generous-minded president. Dr. Dwight traveled much in New 
England and New York and visited Middlebury three times — in 1798, 
1806, and 1810. It was on the occasion of his first visit that he urged 
the establishment of a college. "The local situation, the sober and 
religious character of the inhabitants, their manners and various 
other circumstances " rendered the village, in his judgment, u a very 
desirable seat for such a seminary." Nor did he subsequently lose 
his interest in the enterprise. In 1811, after his later visits, he wrote 
what is perhaps (after the petition to the legislature of 1810) the most 
attractive picture that remains to us of the institution as it appeared 
in its early days: 

' ' The academy began to prosper from the time when it was opened, 
and was in the year 1800 raised by an act of incorporation into a college. 
From that time to the present it has continued to prosper, although its 
funds have been derived from private donation, and chieily, if not 
wholly, from the inhabitants of this town. The number of students is 
now 110, probably as virtuous a collection of youths as can be found 
in any seminary in the world. * * * The inhabitants of Middle- 
bury have lately subscribed $8,000 for the purpose of erecting another 



MIDDLEBURY COLLEGE. 173 

collegiate building. When it is remembered that twenty -five years 
ago this spot was a wilderness, it must be admitted that these efforts 
have done the authors of them the highest honor." 

The first meeting of the corporation was held November 4, 1800. 
Seth Storrs was appointed secretary and Joel Doolittle tutor. Seven 
students were admitted to the college on the day following. The first 
alumnus of the college was Aaron Petty, who was graduated in 1802. 
Walter Chapin, Henry Chipman, and Edward S. Stewart, who had 
entered as sophomores, were graduated in 1803. The graduating 
classes continued to grow from this time. The class of 1805 had 16 
members; that of 1808, 23; that of 1811, 19, and that of 1812, 26. These 
were the largest classes during that period. 

"As in other infant institutions," says a chronicler of the college 
annals of that day, "so in this, the advantages enjoyed were very 
limited; but there was, on the part of the students, a literary enter- 
prise, a readiness to engage and persevere in literary labor, that 
compensated in some degree for the deficiencies in the means of 
instruction. The privileges were not numerous, and, as an offset to 
this, they were not neglected. The strong feeling of individual 
responsibility produced vigorous intellectual effort. Many of the 
students were in moderate circumstances and of mature age, and hence 
there was an economy in their expenses and a sobriety in their manners 
that were favorable to the reputation of the college." 

The young institution led a precarious life financially for many 
years. In speaking of its founders in his salutatory address at the 
semicentennial of 1850, President Labaree declared that if there is any 
evidence of want of wisdom on their part it is found in the attempt 
of the incorporators to establish an institution of a high order without 
adequate endowments. He had been assured, however, by one of 
their number, Daniel Chipman, that the attempt never would have 
been made had there not been at the time a confident expectation of 
receiving the income from the public lands of the State. That hope 
was not realized, and no recourse was left but to throw the institution 
upon the benevolence of a people so capable of appreciating its value 
and importance. Up to 1888 the only funds ever received from the 
State were $1,400. The University of Vermont had received a loan 
from the State school fund. This loan had been on interest for sev- 
eral years. On the application of the university to be released, from 
payment, the legislature directed in 1852 that the amount be divided 
between that corporation, Middlebury College, and Norwich Univer- 
sity. The share of Middlebury was the amount above indicated. The 
history of the petition of 1810 is the history of all the various applica- 
tions made in early years for aid from the legislature. It had been 
resolved at a meeting of the corporation in October of that year to erect 



1 7 4 HISTOEY OF EDUCATION IN VERMONT. 

a now college building. . It was also resolved to petition the legislature 
for assistance. Gamaliel Painter representing the town of Middlebury 
in that session. The resulting memorial is of interest from the view 
it gives of the inside workings of the institution : 

To the honorable the general assembly of the State of Vermont, to be convened at Monlpelier 

on the second Thursday of October, A. D. 1810: 

In obedience to your resolution of the 7th November last, the president and fel- 
lows of Middlebury College respectfully make known to your honorable body the 
situation and circumstances of the seminary which has been committed to their 
direction. Previous to the establishment of the institution, a building had been 
erected containing a chapel and 20 rooms for students, and a small library had been 
procured. The legislature in their wisdom saw fit to grant a charter of incorporation 
without funds and without governmental patronage, in order that a fair experiment 
might be made whether an institution of learning could support itself, or whether it 
could be endowed and supported by the liberality of the friends of science and by 
an ordinary tax for tuition. Various were the opinions of individuals respecting the 
results, and some ventured to call in question the wisdom of the legislature even for 
permitting the experiment to be tried; but the result, it is confidently believed, will, 
from the following statement, appear highly honorable to the legislature, who were 
the founders of the college, and afford no inconsiderable satisfaction to the friends of 
literature and sciences. Since the institution was established 93 young gentlemen 
have gone through the regular course of studies and received the degree of bachelor 
of arts, most of whom are now engaged in useful occupations in society and some 
hold important offices under the government of this State. * ' * * The officers of 
the college consist of a president, a professor of law, a professor of mathematics and 
natural philosophy, a professor of languages, a tutor and librarian, a treasurer, sec- 
retary, and inspector of college buildings. The professor of mathematics and natural 
philosophy began to discharge the duties of his office in 1809. The professor of law 
has this year commenced a course of legal instructions. The professor of languages 
officiates at present only as senior tutor, but is to enter on the duties of his office as 
professor at the commencement of next college year. From the above, catalogue of 
officers, the corporation flatter themselves, it will appear that the students in Middle- 
bury College have all the advantages which can be derived from a sufficient number 
of instructors, and they feel peculiar pleasure in being able to state that the atten- 
tion of the officers of the college to the instruction and government of the students 
can not be easily surpassed. It is chiefly owing to this circumstance that an uncom- 
mon degree of industry and good order is visible among the present members of the 
institution. The students of the 2 junior classes are charged each $4 a quarter for tui- 
tion; those of the 2 senior classes $5 each, $1 of which being added for the privilege of 
attending the philosophical lectures. That part of the salaries of the officers above 
the sum raised for tuition is paid by individuals. The library, which has been 
gradually augmented by private liberality, now contains nearly 1,000 volumes. The 
philosophical apparatus, which owes its existence to the bounty of individual gen- 
tlemen, consists of an air pump, an electrical machine, 2 artificial globes, a large and 
small telescope, quadrant, a theodolite, a camera lucidee, 2 thermometers, a galvanic 
pile, a hydrostatic apparatus, a prism and mirrors of different kinds, with a variety 
of smaller instruments. It will easily be perceived that the increased number of 
students renders it necessary to erect a new college edifice for their accommodation. 
The corporation have it in contemplation to commence the building of one at the 
opening of the next spring, and are now preparing materials. A considerable sub- 
scription has already been raised for the purpose. An eligible site for the new edi- 
fice, with a sufficiency of land, has been presented to the corporation and accepted. 



MIDDLEBURY COLLEGE. 175 

The corporation find that a chemical apparatus ought soon to be procured, for which 
no provision has yet been made. It is presumed that it will be highly gratifying to 
your honorable body, as guardians of the people, to learn that in consequence of 
granting the charter of Middlebury College the good citizens of the State have been 
relieved from the necessity of sending their sons abroad for that education which 
could not, previous to the founding of this seminary, be obtained in their native 
State; and that also large numbers of youths have resorted to this college for instruc- 
tion from the neighboring States, as will appear from the catalogue of students here- 
with transmitted. * * * 

The report of the committee to which the petition was referred states 

that — 

The report of the president and fellows of Middlebury College is true; and that the 
said institution deserves the attention and consideration of the legislature of the State. 
Without funds or public patronage it has hitherto flourished in an unparalleled 
degree; and your committee verily believe that the corporation and officers of said 
college, and those private individuals who have made donations to the same, for 
their meritorious exertions in the promotion of science and the arts, are highly 
deserving the applause of this legislature. But at this time your committee can 
devise no means by which the legislature can expediently afford relief. 

Gratifying but not substantial. Again, however, private liberality 
came to the assistance of the institution. Money was subscribed for 
the erection of a new college building, and it was completed in 1815, on 
the ground deeded to the corporation by Col. Seth Storm This land, 
comprising more than 30 acres and beautifully situated in an elevated 
part of the village, still continues to form the college campus. 

It is desirable that a more detailed statement be given of the private 
benefactions which enabled the young college to weather its financial 
storms. The openhandedness of the citizens of Middlebury calls first 
for notice. For a number of years the tutors were wholly supported 
by their contributions. Samuel Miller sustained in part for a time the 
professorship of mathematics and natural philosophy. Salaries were 
from time to time increased by amounts subscribed and guaranteed by 
the people of the town. The gifts of Painter and Storrs and Chipman 
are woven into the very history of the college. The community, 
indeed, exhausted its liberality on the college to such an extent that 
the Addison County Grammar School was not adequately endowed, 
the citizens regarding the college as the more important object for 
their funds. This interest, so conspicuously manifested, is to be 
explained in part by this fact: The college early became in one sense 
the social center of the community; the younger citizens were trained 
in many cases in the college; and all were early taught to consider it 
a duty that the institution should be sustained. 

To return to a more minute account of the earlier college history, 
President Atwater resigned his office in 1809 to assume the presidency 
of Dickinson College, Carlisle, Pa. He was succeeded by Rev. Henry 
Davis, who was called to the position from the chair of Greek in Union 
College. He was a man of commanding person and of great address 



L76 HISTORY OF EDUCATION IN VERMONT. 

and eloquence and as president was very popular. On the death of 
Dr. Dwight he was chosen president of Yale College, but declined the 
office. The financial history of President Davis's administration is 
important. The dormitory known as Painter Hall, the building of 
which has already been recorded, was a necessity for the accommoda- 
tion of the increasing number of students. A little before its comple- 
tion, in 1815, Dr. Davis made the first considerable effort to raise a 
fund for the institution. The amount aimed at was $50,000, and the 
story of the attempt, which involved the college in much subsequent 
trouble, is indicative of his attractive personality. The unpleasant 
features were not developed, however, till the next administration. 
The facts have been given as follows: 

President Davis invited a meeting at the hotel in Middlebury, and after the citizens 
had assembled he addressed them in a most eloquent and persuasive speech. Before 
the meeting had dispersed they had subscribed $20,000 in good faith, although some 
of the subscribers were scarcely worth the amount of their subscriptions. He met 
with such success in other towns that by the following spring the whole amount had 
been subscribed, and he was encouraged to expect that it would be raised to $100,000. 
Accordingly, in April, 1815, the corporation authorized him to proceed, on the 
condition that the addition should decrease the previous subscriptions proportionally, 
so that all the subscribers should be held to pay only $50,000. No great additions, 
however, were afterwards made, and many who had subscribed began to feel that 
they had promised more than it was convenient for them to pay. Dr. Davis had 
such strong confidence himself and gave such strong assurances respecting the result, 
that on the prosecution of some of the subscriptions resistance was made to the col- 
lection on the ground of fraudulent representations. And it was afterwards decided 
that the subscriptions w T ere invalid on that ground. This placed the corporation in 
an embarrassed condition. 

But the storm passed. How heavy a storm it was and what the 
events were that contributed most largely to its clearing may be seen 
best in extracts from the address delivered in 1850 by ex-President 
Bates : 

When I entered on the duties of the office assigned me in this institution in 1818, 
or rather soon after, I discovered to my great disappointment (not to say fearful 
apprehension) that with a debt of nearly $20,000 hanging over her head, she had no 
available funds to enable her to meet her liabilities, nor any resources on which her 
officers could rely for support but public charity and a meager income derived from 
the tuition fees of a small and an apparently diminishing number of students. This 
disappointment arose principally from the failure of the payment of a large, and as 
I had supposed, bona fide subscription which had just been made for the benefit of 
the funds of the college. This failure, with a long and tedious process of law in 
establishing the title of the institution and vindicating its claim to the lands given 
by General Hunt, was enough to produce a feeling of discouragement; and it would 
probably have led to despair had not the noble bequest of Judge Painter furnished 
timely aid and given efficient support. 1 

x The lands here referred to were deeded to the corporation in 1813 by Gen. Arad 
Hunt, of Hinsdale, N. H. ; they were situated in Albany, Orleans County, and were 
estimated at more than 5,000 acres. 



MIDDLEBURY COLLEGE. 177 

The outlook was indeed gloomy at the beginning of the new admin- 
istration. Dr. Bates continues: 

It was a dark hour for the college; at least so it seemed to me. For, in connection 
with the discouragement arising from deficiency of funds, the institution was suffer- 
ing a loss of the confidence and attachment of the public, by a sudden and unexpected 
change of some of its officers of instruction and government — the removal of those 
who had been tried and approved, and the introduction of those who were compara- 
tively unknown and yet to be proved. * * « * Another experienced officer 
[Dr. Davis] , who, at the head of the institution, had enjoyed the highest confidence of 
the community, and been able to exert an influence which rarely falls to the lot of 
any man, had been unexpectedly called to take charge of another institution [Hamil- 
ton College] . These changes, with other causes, operated to produce a general feel- 
ing of discouragement in the community, which nothing but time and patience and 
persevering effort on the part of the officers and attached friends of the institution 
could overcome. But by these, under the smiles of Providence, it was overcome, 
and the college was restored to its former high standing among the best literary 
institutions of our country. 

The funds that came to the college in ^o timely a way at this ebb of 
its fortunes should be specially referred to. Judge Painter died in 
1819, and as a last act of kindness to the institution of which, as the 
previous pages show, he had been from its establishment one of the 
foremost benefactors made it his residuary legatee. His monument 
in the village cemetery was erected by the corporation; the inscrip- 
tion describes him as a patriot of the Revolution, faithful in civil 
office, amiable in private life, distinguished for enterprise and public 
spirit. About $13,000 was realized from his estate. Nine years later 
a legacy of between $12,000 and $13,000 was left the college by Joseph 
Burr, of Manchester, as the foundation of a professorship. By vote 
of the corporation the professorship of chemistry and natural history 
was placed on this foundation, and has since borne the name of the 
donor. In 1818 several thousand dollars were subscribed for the 
benefit of the chemical department. It should also be noted that 
previous to the decision above mentioned adverse to the validity of 
the subscriptions about $14,000 of the amount had been paid in — a 
little more than $11,000 in money and nearly $3,000 in land. In jus- 
tice to many of the subscribers it is but fair to state that about then 
an era of "bad times" was entered upon, with a consequent scarcity 
of funds. As regards the loss of faith on the part of the public, 
mentioned by Dr. Bates as so marked a feature at the beginning of 
his administration, confidence was rapidly regained as the evidences of 
his sagacity multiplied. 

In 1820 a conventional connection was formed between Castleton 
Medical Academy (altered by act of November 7, 1822, to Vermont 
Academy of Medicine) and Middlebury College. This connection 
ceased in 1827. A similar arrangement was in force, 1833-1837, with 
the medical school at Woodstock. 
3177 12 



ITS HISTORY OF EDUCATION IN VERMONT. 

The last ten years of President Bates's management of the institu- 
tion were marked by signs of increasing prosperity. It was a time 
of renewed financial activity. In the year 1833 an effort was again 
put forth to raise $50,000. The sum was to be used for erecting new 
college buildings, establishing a manual labor department, sustaining 
an additional professor, creating a tuition fund, and increasing the 
library, apparatus, and mineral cabinet. The conditions made the 
subscriptions binding if $30,000 should be pledged before the 1st of 
October, 1835. This was accomplished through great effort. Of the 
money thus secured $15,000 was spent in building a chapel, $2,000 
went to the altering and repairing of East College, and the remainder 
was applied to current expenses. The manual labor department here 
mentioned draws attention to an experiment tried for a short while in 
Middlebur}^, as it was at about that time in various other similar insti- 
tutions. A mechanical association was formed in 1829 for the purpose 
of engaging in manual labor. A shop was built and supplied with 
tools, but the association's few years of existence do not appear to 
have been marked by enthusiasm or flattering results. Speaking with 
reference to it in 1837 Professor Fowler, with something very like a 
yawn, remarks that " the experiment thus far has been very much like 
those tried in other places; a few students have derived some advantage 
to their health from the exercise." The organization was evidently 
dying; the date of its death is not recorded. 

The years 1838 and 1839 saw many changes, the faculty being largely 
reorganized because of death and resignation. In the latter year Presi- 
dent Bates resigned and was succeeded in 1840 by Rev. Benjamin 
Labaree, Professor Stoddard acting as president during the interven- 
ing time. President Labaree arrived in October, 1840, to enter upon 
his duties, the students indulging in a general illumination of the col- 
lege buildings in honor of the event. His administration covered a 
period of twenty-six years and included, consequently, the semi- 
centennial celebration of 1850. This anniversary is notable in the 
history of the college, and furnishes a convenient point for retrospect. 

During the first fifty years of her existence Middlebury had 4 
presidents and 15 different professors. Of the 5 real founders already 
mentioned all were dead in 1850, Daniel Chipman being the last sur- 
vivor. Her graduates at the time of the celebration numbered 877; 
concerning them President Labaree said in his address of welcome: 

The college has followed them as they have from time to time bidden her adieu, 
and have gone forth to take their places among the actors in the great drama of life. 
She has traced them round the globe; has seen them laboring assiduously for the 
highest good of their race in many lands, among the aborigines of our western 
wilderness, on the densely peopled plains of India, and on the far-distant islands of 
the ocean. At home they have been called to fill the most honorable and important 
offices in civil, political, and ecclesiastical life. She has seen them occupying com- 
manding and influential positions in the halls of our National Legislature, on the 



MIDDLEBTJRY COLLEGE. 179 

bench of justice, and in the gubernatorial chair. She has heard their eloquence in 
the forum. In the higher departments of education they have stood in the foremost 
rank. She can number among them nine presidents of colleges and higher semina- 
ries, and at least 40 professors in such institutions, besides a very large number of 
devoted and efficient instructors of high schools and academies. Four hundred of 
them have chosen the clerical profession, and in at least 6 Christian denominations 
they have held no second rank; 24 of the number have consecrated themselves to 
the work of foreign missions. In all the learned professions and in various depart- 
ments of education they have made valuable contributions to the literature of the 
nation. Their alma mater is happy to know that nearly 700 of her sons have sur- 
vived the first half century of her life. 1 

An examination of the records of the general catalogue will show that 
the rhetoric of the passage quoted has a complete underpinning of fact. 
To speak with more detail concerning the alumni who up to 1850 had 
served their country in civil office, there are included 11 members of 
Congress, 1 governors of States, and 6 judges of superior courts. 
These records amply justified semicentennial festivities, and the success 
of the anniversary was marked. Among the orators were ex-President 
Bates, the u glorious" Hough, from 1812 to 1839 a power among the 
faculty, and Dr. Truman M. Post, of St. Louis, Mo. The after- 
dinner poem was delivered by John Godfrey Saxe, of the class of 
1839, and is included in his published works under the title " Carmen 
Laetum." 

THE YEARS SINCE 1850. 

President Labaree remained at the head of the institution till 1866. 
His administration was energetic and able throughout. Many scholar- 
ships and an addition of $50,000 to the general fund of the college 
were among the financial fruits of his labor. The last incident of note 
before his retirement was the burning of Starr Hall on Christmas 
night of 1864. The rebuilding was completed before the opening of 
the next fall term. The record of these last years is an honorable 
one for Middlebury as regards her contribution of students to the 
armies in the field. The instance of a graduate of the class of 1862, 
who on commencement morning rode in from a neighboring recruit- 
ing camp and in soldier's uniform delivered his oration, is typical of 
the college spirit during those exciting years. Some who enlisted 
were able to return at the close of the war and complete their inter- 
rupted studies. As was natural, the number of students was mate- 
rially lessened and the effects in this direction were noticeable for 
many years. 

1 The ever- widening influence of the college is indicated by the following statistics, 
compiled to September, 1900: Of the 1,528 graduates, 538 have been clergymen, and of 
the latter, 70 have chosen the missionary field. Of those who have entered on the work 
of teaching, 100 have been professors in colleges and theological seminaries, and 32 
have become presidents of such institutions. There are 366 lawyers, including over 
50 judges of courts. The physicians number 93. Fifteen graduates have become 
members of Congress and 9 have been governors of States or Territories. 



180 HISTOKY OF EDUCATION IN VERMONT. 

On the resignation of President Labaree, in 1866, Rev. Harvey Deni- 
8on Kitchel, D. D., was called to the presidency from Plymouth 
Church, Chicago. He administered the affairs of the college for nine 
years with judgment and efficiency, resigning in 1875. In the sum- 
mer of 1867, about 110,000 was expended in rearranging the interior 
of the chapel building, the changes having to do with the chapel, 
library, laboratories, and recitation rooms. 

In July, 1875, Rev. Calvin Butler Hulbert, D. D., entered on the 
duties of the presidency, and was succeeded in 1880 by Rev. Cyrus 
Hamlin, D. D., LL. D., who was called from the chair of theology in 
Bangor Theological Seminary. Dr. Hamlin's administration of five 
years was an energetic one. With money contributed at his solicita- 
tion the library was furnished with more commodious quarters (men- 
tioned elsewhere) and enlarged by the addition of many books; cabinets 
were given new and spacious arrangement; the physical apparatus 
was added to, and a boarding hall for the use of students built. In 
1883 young women were admitted to the educational privileges of the 
institution, with a resulting success which from the outset carried the 
innovation beyond the experimental stage. 

Dr. Hamlin resigned the presidency in 1885, and in 1886 Professor 
Ezra Brainerd was formally installed, having served as acting presi- 
dent during the intervening year. Since that date an additional 
endowment of about $300,000 has been secured, chief among the bene- 
factors being Messrs. Charles and Egbert Starr, of New York City, 
and Mr. James B. Jermain, of Albany. The most notable feature of 
the administration thus far is the adoption in 1890 of a system of 
elective studies as a substitute for the time-honored and ironbound 
course. The change was a conservative one. According to the scheme 
as at present constituted there is no elective work in the freshman and 
sophomore years. In the junior year six hours a week are elected 
and nine hours a week in the senior year. Electives are offered in 
Latin, Greek, Old English, French, German, English literature, clas- 
sical archeology, mathematics, the natural sciences, political science, 
history, and psychology. The change in curriculum has proven itself 
an eminently practical one. 

At the biennial session of 1888 the legislature of Vermont voted the 
college an annual appropriation of $2,400 a year for four years, for 
the purpose of "paying the tuition and incidental college charges of 
30 students therein, one of whom shall be designated and appointed by 
each senator in the general assembly, such appointment to be made by 
such senator from his respective county, provided any suitable candi- 
date shall apply therefor, otherwise from any county in the State." 
The appropriation has been continued to the present time. With the 
exception of the $1,400 previously mentioned, this is the only State 
aid ever received by Middlebury College. 



MIDDLEBTJBY COLLEGE. 181 

A few unclassified facts remain to be presented. There are at 
present 9 departments of instruction in Middlebury: Mental and moral 
science, chemistry, natural history, physics and mathematics, Greek, 
Latin, modern languages, history and political science, English lit- 
erature and rhetoric. There are two courses of study, the classical 
and the Latin-scientific. The management of the institution is in the 
hands of a self -perpetuating board of trustees, the details of their 
work being for the most part directed by a prudential committee and 
a committee of finance. The cost of tuition to students is $60 a year, 
and it is the aim of the institution to furnish a first-class education at 
a low cost. While unsectarian by charter and choice, the college from 
its founding has been under the auspices of the Congregational Church. 
It has had, in its life of nearly one hundred years, 8 presidents and 49 
full professors. Of the former the following biographical details 
as to their academic careers are of interest in connection with the 
college history: 

Jeremiah Atwater. Appointed 1800; resigned 1809; died 1858; 
born 1774. A. B., Yale, 1793. Tutor at Yale. Chosen principal 
Addison County grammar school 1799. President of Dickinson 
College, 1809 to 1815. D. D., University of Pennsylvania. 

Henry Davis. Appointed 1809; resigned 1817; died 1852; born 
1771. A. B., Yale, 1796. Tutor at Williams and Yale. Professor of 
Greek in Union College, 1806 to 1809. President of Hamilton College, 
1817 to 1833. D. D., Union College. 

Joshua Bates. Appointed 1818; resigned 1839; died 1854; born in 
1776. A. B., Harvard, 1800. Teacher in Phillips Andover. S. T. D., 
Yale. 

Benjamin Labaree. Appointed 1840; resigned 1866; died 1883; 
born 1801. A. B., Dartmouth, 1828. Graduate of Andover Theo- 
logical Seminary, 1831. Head teacher in a manual labor school, 
Spring Hill, Tenn., 1831. Professor of ancient languages in Jackson 
College, Columbia, Tenn., 1832 to 1834, and president 1834 to 1836. 
Lecturer on moral philosophy and international law, Dartmouth Col- 
lege, 1871 to 1876. Lecturer on moral philosophy and international 
law, Middlebury College, 1874. D. D., University of Vermont. 
LL. D., Dartmouth. 

Harvey Denison Kitchel. Appointed 1866; resigned 1875; died 
1895; born 1812. A. B., Middlebury, 1835. Teacher in Castleton 
Seminary, 1835. Graduate Yale Theological Seminary, 1838. D. D., 
Middlebury. 

Calvin Butler Hulbert. Appointed 1875; resigned 1880; born in 
1827. A. B., Dartmouth, 1853. Graduate of Andover Theological 
Seminary, 1859. D. D., Dartmouth College. 

Cyrus Hamlin. Appointed 1880; resigned 1885; born 1811. A. B., 
Bowdoin College, 1834. Graduate of Bangor Theological Seminary, 



182 HISTORY OF EDUCATION IN VERMONT. 

1837. Principal of Bebek Seminary, Constantinople, 1840 to 1860. 
First president of Robert College, Constantinople, resigning in 1877. 
Professor of theology, Bangor Theological Seminary, 1877 to 1880. 
D. D., Bowdoin and Harvard. LL. D., University of New York and 
Bowdoin. 

Ezra Brainerd. Appointed pro tempore 1885; elected 1886; born 
1844. A. B., Middlebury, 1864. Tutor in Middlebury College, 
1864 to 1866. Graduate of Andover Theological Seminary, 1868. 
Professor of rhetoric and English literature, Middlebury College, 
1868 to 1880. Professor of physics and applied mathematics, Middle- 
buiy College, 1880 to 1891. Chair of mental and moral science, 
1891 — . LL. D., Ripon College and University of Vermont; D. D., 
Howard University. 

BUILDINGS. 

The original college building, that of the Addison County Grammar 
School, has been described already. After the completion of Painter 
Hall, in 1815,* it was known as East College and some fifteen years 
later was thoroughly repaired, its public rooms being converted into 
a dormitory for students. The present public school building stands 
upon its site. 

Painter Hall, 106 feet long, 40 feet wide, and 4 stories high, is built 
of light-colored limestone. It was originally devoted to dormitory 
uses, but the north division is now occupied by the library and the 
south division by the gymnasium and reading room. 

The chapel stands south of Painter Hall and was completed in 1836. 
It is a 4-story limestone building, 75 feet long and 55 feet wide, and 
contains besides the chapel (refitted in 1891) a museum and the various 
recitation rooms, lecture rooms, and laboratories. 

Starr Hall, the present dormitory, stands farthest south of the 
buildings in the college row. It is also of stone and 4 stories high, 
its ground dimensions being nearly those of Painter Hall. It was 
built in 1861 and promptly rebuilt after having been burned in 1864. 

Battell Hall stands opposite the site of East College. It was built 
by Dr. Kitchel during his presidency for a residence, and purchased 
by the college on his retirement with funds furnished by Mr. Joseph 
Battell, of the class of 1823. It has been thoroughly refitted and is 
now used as a boarding hall for the young women of the college. 

The Starr boarding hall stands upon Storrs avenue, opposite the 
campus. It was built in President Hamlin's administration, and has 
ample table accommodations. 

THE LIBRARY. 

The library began with the college itself. About $1,000 was sub- 
scribed for the purchase of books, the whole amount being divided 
into shares of $25 each, the payment of which entitled the subscriber 



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MtDDLEBURY COLLEGE. 183 

to certain privileges. The shares were eventually purchased in by 
the college for the most part or given to it. The number of books 
grew slowly, amounting in 1840 to about 3,000 volumes. On the 
abandonment of the Philadelphian and Philomathesian societies, their 
respective libraries were merged into the common stock. The library 
room was for many years the rear half of the second floor of the 
chapel, now occupied by the museum. During the presidency of Dr. 
Hamlin it was removed to its present quarters, in the north division of 
Painter Hall, where four floors are available. There are at present 
about 18,000 books, exclusive of Government publications, of which 
the library is a depositary. All the volumes are directly accessible to 
students and the library has come to be one of the most valuable 
adjuncts to the college life. Its greatest need is a permanent fund, 
that its growth may be commensurate with its importance. 

It is expected that the library will have been transferred to a new 
building before the centennial commencement. A bequest of $50,000 
from Mr. Egbert Starr, of New York City, was designated for such a 
building and its erection will shortly be begun. The architecture of 
the new library will be classical. The capacity of the stock will be 
90,000 volumes and ample space has been provided for reading rooms 
and administrative work. 1 

LABORATORIES. 2 

A science building is at present one of the most pressing needs of 
the institution. The laboratories are now located in the chapel build- 
ing. The physical laboratory is on the third floor. It is equipped 
with apparatus for use in experimental lectures, and there is also 
apparatus for the determination of the physical units and constants. 
A heliostat by Brashear gives facilities for the use of the solar lantern, 
microscope, and all experimental work in light. 

The chemical laboratory occupies four rooms on the first floor. The 
largest room is used for lectures and recitations and contains 15 dou- 
ble desks, each thoroughly furnished with running water, pneumatic 
trough, chemicals, and chemical apparatus for the performance of all 
important experiments and analyses; several Sprengel-Bunsen pumps 
are provided for rapid nitrations and for producing air blasts in blow- 
pipe analysis. Connected with the main room is the combustion room, 
furnished with " draught hoods," drying ovens, and hydrogen-sulphide 
apparatus. The laboratory for quantitative analysis contains 20 desks 
and all necessary apparatus for doing thorough work in both gravi- 
metric and volumetric quantitative analysis; adjoining this room is 
the balance room, equipped with Becker chemical balances so mounted 

1 The Egbert Starr Library, was dedicated July 3, 1900, with appropriate ceremonies. 

2 A gift of $70,000 has been received from Mr. Ezra J. Warner, 1861, of Chicago, 
for the erection of the Joseph Warner Memorial Hall of Science. The building will 
be completed in 1901. 



184 HISTORY OF EDUCATION IN VERMONT. 

as to be free from all outside vibrations. The chemical laboratory has 
a departmental library, where all the important books of reference 
are to be found and the leading chemical journals are kept on file. 
The laboratory throughout is lighted with electricity. All work is 
conducted under the direct supervision of the professor of chemistry. 
The biological laboratory occupies three rooms on the ground floor. 
The rear room, conveniently connected by special stairway with the 
valuable collections in the museum above, is used as the lecture room; 
the middle room is assigned to the professor in charge as a private 
laboratory; the front room has been fitted up as a practical working 
laboratory for students' use in the various courses of the department. 
This laboratory is provided with suitable tables, lockers, and cases. 
Its equipment includes 17 compound microscopes — 1 Wales, 8 Zeiss, 
4 Bausch and Lomb, and 4 Reichert — 16 of which are of the approved 
continental model for laboratory use; also dissecting microscopes, dis- 
secting pans, injecting and embedding apparatus, dry and steam ster- 
ilizers, culture apparatus for work with bacteria and fungi, reagents, 
and alcoholic material for study. 

THE MUSEUM. 

The museum occupies the greater part of the second floor of the 
chapel building and is well lighted from three sides. Its varied col- 
lections include Assyrian tablets and casts and other objects of interest 
in Semitic history, a set of the costumes and implements of the natives 
of the Yukon Valley, and relics of local and general historic interest. 

The natural-history collections are here displayed. In Botany there 
is a complete series of the flowering plants and ferns of the Champlain 
Valley, collected by President Brainerd. In zoology the native birds 
are represented, and also sponges, corals, and other marine forms con- 
tributed in part from the collections of the United States Fish Com- 
mission. 

A collection, representing the rocks of the State, was made during a 
geological survey conducted by Professor Adams, then occupying the 
chair of natural history. He also arranged a series of fossils repre- 
senting the different geological formations, and this collection has since 
been enriched by notable additions from many sources. Besides this 
general series, a special collection of the fossils of the Champlain Val- 
ley has been made, largely by Professor Seely. 

For instruction in mineralogy a complete working set of minerals is 
to be found upon the shelves, and material for the study of general 
petrology is also abundant. 

A valuable collection of shells for instruction in conchology is con- 
tained in the museum; also a full series, collected and arranged by Pro- 
fessor Adams, of the land and water shells of Vermont. 



MIDDLEBURY COLLEGE. 185 



ORGANIZATIONS. 



Two student organizations were early formed. The Philomathesian 
Society was established soon after the opening of the college, though 
it was not incorporated till 1822. It was for many years a notable fac- 
tor in the literary training afforded by the institution, and it gathered 
together a library of more than 2,000 volumes. The Philadelphian 
Society was a religious organization of salutary influence, with a library 
which, with that of the Philomathesian, was ultimately merged, as 
already stated, into the general library of the college. Neither of these 
societies is now in operation, but the place of the Philadelphian is 
supplied by two religious organizations, the Young Men's and the 
Young Women's Christian Associations. 

The Middlebury College Charitable Society, established in 1813, fur- 
nished money to students in need of help, generally as a loan, some- 
times as a gift. Up to 1820 between $3,000 and $4,000 had been given 
to the society. The northwestern branch of the American Education 
Society was formed in that year and the Charitable Society ceased to 
collect funds, though its aid was extended for many years afterwards. 

A chapter of the Phi Beta Kappa Society, the Beta of Vermont, was 
established at Middlebury in 1868. The original anniversary pro- 
grammes included a public address, but the latter has been abandoned 
because of the great number of other public exercises that are crowded 
into commencement week. 

The Associated Alumni of Middlebury College held their first meet- 
ing in August, 1824. Of late years the body has been granted the 
privilege by the board of trustees of nominating from its membership 
candidates for a certain proportion of the vacancies occurring in that 
board. Its anniversary day is the Tuesday before commencement, the 
exercises consisting of an address, a poem, and a dinner with literary 
accompaniments, in addition to business meetings. It has published 
many valuable orations. 

CONCLUSION. 

In this brief history it has been possible to present only the more 
salient points of interest. Nor has it been thought best to make any 
individual mention of distinguished alumni or of professors who have 
rendered long and valued service in the various chairs. Yet the col- 
lege has had through all the years a right to be proud of her output — 
the Middlebury man : Not once or twice has he stood at his post of 
duty and acted an important part in the conserving of vital interests. 
Circumstances, in many ways, have not been favorable to the institu- 
tion's growth. In the past she has never been adequately endowed; 
her present income is not sufficient for her needs ; yet it is the belief 
of those who know her best, her record and her present work, that 
no American college can show a more zealous regard for the standards 
of highest scholarship, or better returns in proportion to the capital 
employed. 

Middlebury, April, 1899. 



186 HISTORY OF EDUCATION IN VERMONT. 

HISTORY OF NORWICH UNIVERSITY, NORTHFIELD, VT 

By Rev. Homer White. 

Norwich University was chartered by the legislature of Vermont 
November 6, 1834. It then had its seat at Norwich, on the west bank 
of the Connecticut River, and nearly opposite to Dartmouth College, 
Hanover, N. H. Its founder was Capt. Alden Partridge, at one time 
superintendent of the United States Military Academy at West Point. 
In its military and scientific features it was modeled after West Point, 
and has always stood second in rank only to the National Academy as 
a military school. The university grew out of and succeeded the 
American Literary, Scientific, and Military Academy which Captain 
Partridge established at Norwich in 1819, and which he taught with 
success until 1825, when he removed the school to Middletown, Conn. 
There it remained until 1832, when he returned to Norwich and 
reopened the school in the buildings formerly used for it. In 1834 it 
was determined to transform the academy into a college. The academy 
buildings were used, and, a charter having been obtained, the military 
academy became a military college under the title of " Norwich Uni- 
versity," with Captain Partridge as its first president. 

The university was completely nonsectarian by its charter. It was 
first opened for the reception of students on the first Monday in May, 
1835, and met with encouraging patronage from different parts of the 
country. The old academy had attracted man}^ Southern students. 
Not so many of their names appear in the catalogues of the university, 
but a considerable number still came from the Southern States, and 
of these many learned at Norwich the military science which they 
afterwards employed in the Confederate service. 

The following extracts from the act of incorporation exhibit some 
of the distinctive features of the university: 

Sec. 5. That the trustees aforesaid shall have and exercise the government of said 
institution, together with the care and management of all matters and affairs belong- 
ing thereto, and shall have power to make and establish all such reasonable and 
proper laws, rules, and regulations as may be necessary for the governing, instruct- 
ing, and education of the students and the managing of said institution, and the 
same may repeal and alter from time to time, as they may see fit: Provided the same 
be not contrary to the Constitution and laws of this State or of the United States; 
And 'provided also, That no rules, laws, or regulations of a sectarian character, either 
in religion or politics, shall be adopted or imposed; nor shall any student ever be 
questioned or controlled on account of his religious or political belief by said board 
or the faculty of said institution, or any of them, either directly or indirectly; and 
said laws, rules, and regulations shall be laid before the legislature of this State, 
whenever required by that body, and may by them be disallowed, altered, or 
repealed. 

Sec. 6. It is hereby further enacted that the said board shall be required to furnish 
at said institution constantly a course of military instruction, both theoretical and 
practical, and also in civil engineering and the practical sciences generally; and the 



NORWICH UNIVERSITY. 187 

president of said institution with the consent of the trustees, shall have power to 
give and confer all such diplomas, degrees, honors, or licenses as are usually given 
or conferred in colleges or universities, at their discretion: Provided, however, That in 
so doing they shall have respect to the morals and merits of the candidate alone. 

TRUSTEES. 

The first board of trustees constituted a body corporate by this act 
consisted of Josiah Dana, Jedediah H. Harris, Silas H. Jennison, 
Caleb Keith, William Noble, David P. Noyes, Samuel C. Allen, John 
Wright, Joshua Stowe, Isaac N. Cushman, Jonathan P. Miller, William 
Sweatt, Hubbard H. Winchester, Elijah Miller, and 11 others to be 
by them elected at their first meeting. This first meeting was held 
December 2, 1834, and adjourned to the second Wednesday in January, 
1835. At this adjourned meeting the following 11 were elected: 
D. A. A. Buck, Ira H. Allen, Daniel Cobb, John Moore, Benjamin F. 
Kendall, Daniel Kellogg, Alexander S. Campbell, Stephen Johnson, 
J. M. Austin, John S. R*obinson, and Milo H. Bennett. Also John 
Wright was elected secretary and Dr. William Sweatt treasurer. 

By action of the trustees in 1889 the alumni and past cadets are 
permitted to nominate one of the board of trustees each year and the 
person is afterwards elected for a term of five years. 

During the fifty-five years which have elapsed since then, a large 
number of prominent men have served on the board. I find the names 
of Hons. Henry C. Denison, Franklin Pierce, Levi B. Vilas, Timothy 
P. Redfield, Dudley C. Denison, Kittridge Haskins, and Wheelock G. 
Veazey, Rt. Rev. W. H. A. Bissell, D. D.; Rev. George B. Mauser, 
D. D.; Julius Y. Dewey, M. D. 

The present officers of the corporation are: President, Col. Charles 
H. Lewis, LL. D.; acting president, Hon. George Nichols, M. D., 
LL. D.; secretary, Joseph K. Egerton; treasurer, J. C. B. Thayer, 
esq. 

Trustees: Col. Henry O. Kent, Lancaster, N. H. ; Hon. George 
Nichols, M. D., LL. D., Northfield; Hon. P. D. Bradford, M. D., 
Northfield; Hiram Atkins, esq., Montpelier; Col. F. E. Smith, Mont- 
pelier; Col. George N. Carpenter, Boston, Mass.; Joseph Stedman, 
M. D., Boston, Mass.; Col. Charles H. Lewis, LL. D., Boston, Mass.; 
John J. Dewey, Quechee, Vt. ;. Edwin Porter, M. D., Northfield; John 
P. Davis, esq., Northfield; Gen. Granville M. Dodge, New York City; 
Col. George W. Hooker, Brattleboro; J. C. B. Thayer, Northfield; 
Waldo P. Clement, New York City; Capt. George W. Hobbs, Uxbridge, 
Mass.; William B. Mayo, M. D., Northfield; Chauncey Denny, 
Northfield; Hon. Frank Plumley, Northfield; Joseph K. Egerton, 
Northfield; N. Louis Sheldon, elected by alumni 1890, Norwood, 
Mass.; George D. Thomas, elected by alumni 1891, Waltham, Mass.; 
B. F. Spaulding, elected by alumni 1892, Fargo, N. Dak.; John R. 
Moore, elected by alumni 1893, Elizabeth, N. J. ; Charles Dole, elected 
by alumni 1894, Northfield. 



188 HISTORY OF EDUCATION IN* VERMONT. 

COURSES OF STUDY. 

The courses of study in the university have varied from time to 
time, but have remained true to the original design, and it has always 
beqn possible to truthfully describe the institution as literary, scientific, 
and military. A classical course has been maintained, but quite as 
much attention has been given to the modern as to the ancient lan- 
guages. The strongest and most marked features of the university 
have been and are still its civil engineering course and its military 
instruction. Norwich University was the first college in this country 
to make the study of ancient languages optional, to establish a purely 
scientific course, and to confer the degree of bachelor of science. 

Her example has since been generally followed by other colleges. 
Military drill and discipline have always been kept up, and the gradu- 
ates of the institution have shown themselves qualified to command 
troops in time of war. So great was the demand for them during the 
civil war as officers that no one of them was permitted to carry a 
musket. 

There are at present five courses of study, viz, classical, civil engi- 
neering, architecture, chemistry, science and literature, and arts. 
Military instruction is given to students in all courses by a graduate 
of West Point, an officer of the United States Army, detailed for that 
purpose. A United States Signal Service observer and instructor in 
military signaling is also stationed at the university by the Government. 

COURSE IN MILITARY INSTRUCTION. 

For all students throughout the four years, exercises, drills, or lec- 
tures every day at 4 o'clock p. m. 

Fall term. — Settings up, calls, manual of arms, school of the com- 
pany, and skirmish drill; bayonet exercises indoors in bad weather. 

Winter term. — Broadsword and saber drill, manual of the sword and 
fencing. Juniors and seniors, lectures on military engineering or 
military science and art of war. 

Spring term. — Artillery drill and school of the battery, battalion 
drill, ceremonies and dress parade, review of all drills, signaling, lec- 
tures on customs of the service, camping and modern warfare, rifle 
practice. 

The lectures in military science and modern warfare embody ancient 
warfare and tactics, field fortification, field engineering, military 
tactics, artillery duty, principles of gunnery; the attack and defense of 
fortified places, operations of the siege; attack and defense of a prov- 
ince, and principles of base line of operations, torpedo service, and 
other modern means of warfare. These lectures are illustrated by 
maps and charts of modern sieges and battles. The lectures in mili- 
tary science alternate every other year with those in modern warfare, 
which requires the junior and senior classes to attend them. 

Military discipline is maintained throughout, aria the strictest 
observance of military customs is required of cadets. 



NOEWICH UNIVERSITY. 189 

DAILY ROUTINE OF DUTY. 

Forenoon. — Reveille, first call, 6.05; reveille, 6.15; inspection of 
rooms by officer of day, 6.10; breakfast call, 6.15; prayers, first call, 
8.30; prayers, 8.15; recitation and study hours, 9 to 12; dinner call, 12. 

Afternoon. — Roll call, first call, 1.30; roll call, 1.35; recitation and 
study hours, 1.15 to 3.15; fatigue call, 3.15; drill, first call, 3.55; 
inspection of rooms by adjutant; drill, 1 to 5; recall, 5.10; recreation 
from recall until retreat; retreat at sunset, except when sun sets 
before 7, then at 7; call to quarters fifteen minutes after retreat, 
except when retreat is at sunset, then immediately after retreat; study 
hours from call to quarters until tattoo; tattoo, 9.30 in spring and fall, 
at 9 in winter; taps, thirty minutes after tattoo. Taps are followed 
by an inspection by the officer of day, who will see that cadets are in 
quarters, lights are out, and fires are secured. 

On Fridays, retreat is five minutes after drill, and permits will be 
granted to leave quarters during early evening. Saturdays and Sun- 
days there is no 1.35 roil call nor recitations. 

REQUIREMENTS OP ADMISSION. 

All candidates for admission to the college must be at least 15 
years of age, and must present satisfactory evidence of good moral 
character. 

To the courses in civil engineering, architecture, chemistry, and 
science and literature, candidates will be examined in the following 
studies: Mathematics — arithmetic, algebra to quadratics, plane geom- 
etry; English language — grammar, composition, with special attention 
to punctuation and the use of capitals; geography — physical and 
political geography; history — history of the United States. 

To the course in arts, in addition to the examinations in mathematics, 
English language, geography, and histoiy laid down for the course in 
science, examinations will be as follows: Latin — Caesar's u Commen- 
taries," 1 books, or Sallust's ''Catiline;" Virgil's "iEneid," 6 books; 
Cicero, 1 orations. Greek — Xenophon's "Anabasis," 4 books, or 100 
pages of Goodwin's Greek reader; Homer's "Iliad," 2 books. 

Graduates from approved high schools will be admitted upon cer- 
tificates. Candidates not fully prepared in all the requirements will 
be conditioned for a limited time or placed in a preparatory class. 
Candidates for advanced standing will be examined in all the previous 
studies of the course; and if they come from another institution will 
present certificates of honorable dismission. 

UNIFORM. 

In 1811 the uniform required to be worn by cadets is described as 
follows: A coat of dark-blue cloth with 3 rows of white bullet buttons 
in front, the 2 outside rows terminating a little past the top of the 



1<H) HISTORY OF EDUCATION IN VERMONT. 

shoulder; the intervals between the buttons of each row to be three- 
fourths of an inch; standing collar, to rise as high as the tip of the 
ear, with a button on each side; cuffs indented on the outer side, with 
4 buttons extending longitudinally, set at the same distance apart; the 
skirts to have 2 buttons behind at the bottom of the waist and 2 at 
their lower extremity; then 4 set on the center, extending up and 
down; also, at the half distance between the buttons at the bottom of 
the waist and the buttons of the skirt, to be 2 buttons placed close 
together near the edge of each fold. Pantaloons, dark blue for winter, 
white for summer. Vests, dark for winter, white for summer. Caps 
and trimmings can be obtained at the university. 

In 1890 the uniform is thus described: A single-breasted dress coat 
of dark blue cloth, university buttons; trousers, dark blue, with red 
stripe; black cravat; United States regulation helmet with usual gilt 
ornaments; foragecap; boots or high shoes of black, unglazed leather. 

The State of Vermont has made the corps of cadets a part of the 
State militia, and they are organized as a company of heavy artillery. 
They were first received into the militia on the application of General 
Ransom and others in July, 1845, and made a company of the Twenty- 
third regiment under Col. William E. Lewis. 

COLLEGE EXPENSES. 

In the years from 1838 to 1841 the expense, per quarter of twelve 
weeks, for tuition, room rent, board, and incidentals, was $31.83. 
In the year 1845-46 the expenses at the university were — 

Tuition per quarter $6. 00 

Room rent per quarter 1. 50 

Incidental expenses per quarter 1. 00 

Board and washing per week 1. 25-1. 50 

The entire expense for three terms of . eleven weeks each was thus 
$75 at the most. But this annual cost could be greatly reduced by 
boarding in clubs where board could be had for 50 cents per week. 
"In no case need they exceed $1," the catalogue of that year tells us. 

In the year 1891 the expense is as follows: 

Tuition for college year $45. 00 

Room rent for college year 15. 00 

Library and contingent expenses 5. 00 

Board and washing, $3 per week 108. 00 

The cost of living is greater than it was forty -five years ago, but 
when a cadet enjoys a State scholarship his expenses are thereby 
lessened $50 per year, bringing them down to the very moderate sum 
of $123 per year. 

ATTENDANCE. 

The first person to receive the diploma of the university was Alonzo 
Jackman, who graduated in 1836. In 1837 it graduated a class of 10; 
in 1838 a class of 6; in 1839 a class of 11; in 1840 a class of 9; 1841 a 



NORWICH UNIVERSITY. 191 

class of 17. All these received the degree of A. B., showing that in 
the early years of the university the classics were not neglected. The 
catalogue of 1841 gives the names of 119 cadets in attendance; in 1811 
there were 104; in 1850, 59; in 1857-1860, 57. This was just before 
the breaking out of the civil war, and among these 57 youths there 
were in the Union armyl general, C. B. Stoughton; 1 colonel, Thomas 
O. Seaver; 1 colonel in the Confederate army, William J. Clarke; 1 
lieutenant-colonel in the Union army, Edmund Rice; 1 major, Henry 
E. Alvord; and two captains, S. W. Shattuck, afterwards vice-presi- 
dent, and Charles A. Curtis, afterwards president of the university. 
Many others of this number may have held commissions in the Union 
army, and doubtless did do so. But it is known that in 1861 the under- 
graduates so promptly responded to the call of their country that for 
two years there was no commencement. All of the senior class and 
many from the other classes went into the army. 

PKESIDENTS. 

Capt. Alden Partridge, a native of Norwich, Vt. , was born January 12, 
1785, and died in Norwich, January 17, 1854. He graduated from West 
Point in 1806 and received an honorary degree from Dartmouth College 
in 1812. From the rank of first lieutenant of engineers he was pro- 
moted to the rank of captain in 1810. In 1813 he was appointed profes- 
sor of mathematics at West Point, having been assistant professor for a 
year previous, and in September following became professor of engi- 
neering. He was afterwards superintendent of West Point Academy 
(the third who held that office) till 1818, when he resigned and established 
the American Literary Scientific and Military Academy, afterwards 
chartered as Norwich University. In 1819 Captain Partridge also 
went out as leader of the surveying party sent to the northwest frontier 
of the United States to determine the boundary line. In 1822 he was 
appointed surveyor-general of Vermont, and was several times a mem- 
ber of the legislature. At different times he gave lectures on military 
topics in the leading cities of the country, and established schools for 
military instruction in Portsmouth, Va., in 1840; in Reading, Pa., in 
1850; at Brandy wine Springs, Del., in 1853. His published works 
were, "An excursion," "Letters on education," "National defence," 
"Journal of a tour of cadets," etc. The school which he established 
at Norwich in 1819 was very successful. An old catalogue of 1824 
gives the number of cadets as 160. When this school was discontinued, 
Norwich University took its place, and was the first military college 
established in the United States after the founding of West Point. 
Captain Partridge was elected president of the institution at the first 
meeting of the trustees, December 2, 1834. He held this position till 
1843, when he resigned. 

Captain Partridge was succeeded in the presidency by Gen. Truman 
B. Ransom (the former vice-president), who continued in office four 



192 HISTORY OF EDUCATION IN VERMONT. 

years when he resigned to take command of the ninth New England 
regiment, for the Mexican war. He fell, gallantly leading his men, at 
the storming of Chapultepec, September 13, 1847. His name is 
written high upon the roll of Vermont's heroes. 

General Ransom was born in Woodstock, Vt., in 1802. He was 
educated in Captain Partridge's military school at Norwich and taught 
in several of the schools subsequently established by Captain Partridge. 
On the incorporation of the university he became vice-president and 
professor of natural philosophy and engineering. He was also, at one 
time, instructor in mathematics in the United States Navy. He did 
much to reorganize the Vermont militia, in which he was major- 
general from 1837 to 1841. He was candidate for Congress in 1840 
and for lieutenant-governor in 1846, but in each case failed of election. 
His political hopes shared the same fate with those of his predecessor, 
who was also an unsuccessful candidate for Congress. 

General Ransom resigned May 7, 1847, and Rev. Prof. James D. 
Butler was appointed to act as president until the next annual meet- 
ing. At the annual meeting, August 18, 1847, he was elected presi- 
dent of the university. He was a graduate of Middlebury College 
and held the office of president for about two years. 

Henry S. Wheaton, A. M., who succeeded, was president for only 
a few months, and resigned August 16, 1849. 

Rev. Edward Bourns, LL. D., was made president January 8, 
1851. He was born in Dublin, Ireland, October 29, 1801. He was 
graduated from Trinity College, Dublin, July 9, 1833. He passed the 
theological examination June, 1834. He landed in this country in 
August, 1837, and soon after opened an English and classical school 
in Philadelphia, but in 1838 removed to Geneva, N. Y. In 1839 he 
received the degree of M. A. from Geneva College (known as Hobart 
College since 1852); in the same year was made adjunct professor of 
Latin and Greek. In 1841 he received the degree of LL. D. from 
the same college, and on the 7th of March, the same year, was ordained 
deacon in the Protestant Episcopal Church. In 1845 he resigned the 
professorship and went to Brooklyn, Long Island, where he taught 
the languages until he was called to the presidency of Norwich Uni- 
versity. He held this office till 1865, about fifteen years. He was 
also professor of Latin and Greek during this time and up to the time 
of his death, which was caused by paralysis, at Northfield, Vt. , July 
14, 1871. He was a fine classical scholar, a good theologian, and an 
excellent preacher. He was distinguished b}^ a ready and keen wit, 
which those who knew him will well remember. He was nearly 6 feet 
3 inches in height, with a breadth of frame in proportion, and mentally 
and physically he was a strong man. He won the esteem and con- 
fidence of those who knew him, and by the genial kindness of his 
nature greatly endeared himself to many. The trials of Norwich 



1ST0EWICH UNIVERSITY. 193 

University in his time arose chiefly from the lack of endowment — a 
lack which still holds her back from the highest usefulness — but for 
twenty years he stood perseveringly and stanchly by her and gave 
her his loyal but poorly requited service. 

In March, 1866, the building known as the " South Barracks " burned 
down. In this crisis the institution received an invitation to remove 
to Northfield. The invitation was accepted and the university met 
with a warm and generous welcome by the citizens of Northfield. 
Fine grounds were obtained just south of the village, and on a hand- 
some eminence overlooking the village and affording a magnificent 
view of country both north and south 2 beautiful brick buildings, cost- 
ing about $30,000, have been erected to be used one as barracks and 
the other as class rooms, office quarters, and other college purposes. 
The faculty which came to Northfield consisted of Dr. Bourns, Gen. 
Alonzo Jackman, Prof. Henri Louis Delescluze, with Capt. S. W. 
Shattuck as president pro tempore. Additions were made to the 
faculty the following year, viz, Philander D. Bradford, M. D., and 
Maj. Thomas W. Walker, U. S. A. 

November 10, 1866, the act of incorporation was so amended by the 
legislature, in section 5 of that act, that it became possible to make 
the university a church college and it consequently came under the 
control of the Protestant Episcopal Church, the bishop of the diocese 
being made a member of the board of trustees. It retained this char- 
acter until 1880, when it again became nonsectarian. 

Maj. Thomas W. Walker, U. S. A., became president in 1867 and 
continued in office two years. He was a graduate of West Point. 

In 1869 the Rev. Roger S. Howard, D. D., became president. He 
was a graduate of Dartmouth and was admirably fitted for the position 
he assumed, being of commanding presence and a scholarly man. He 
held the office three years. 

The Rev. Malcolm Douglass, D. D., was chosen president in 1872. 
He was born at W T est Point, N. Y., July 19, 1825, graduated from 
Trinity College in 1846, and from the General Theological Seminary in 
1849. He was ordained by Bishop De Lancey, of New York, deacon 
in 1849 and priest in 1850. He remained president three years, 
resigning in 1875. He died in the Church of the Good Shepherd, at 
Wareham, Mass. , Sunday, September 25, 1887. His ability won him 
respect, and his many charms of character made him beloved by all. 
His name is an honored one in the history of the university. 

The Rev. Josiah Swett, D. D., was elected president August 12, 
1875, and resigned in February, 1877. He was not resident in North- 
field any of the time and was only nominally president. The active 
duties of the office were performed by Charles Dole, A. M. , who had 
been assistant commandant and professor since 1869. Dr. Swett was 
a graduate of Norwich University in 1837 and was professor of ancient 
3177 13 



194 HISTORY OF EDUCATION IN VERMONT. 

languages in the university 1840-1844. He was for many years one 
of the board of trustees and always felt a strong interest in the wel- 
fare of his alma mater. He was the author of several educational 
works and died in Highgate, Vt. , January 4, 1890. 

Capt. Charles A. Curtis succeeded Dr. Swett as president in 1877 
and remained such until 1880. He is a graduate of Norwich Uni- 
versity and of Bowdoin College and a gentleman of considerable liter- 
ary ability, being the author of several works of merit. Since his 
resignation of the presidency he has been engaged in teaching in the 
South and West. 

In 1880 Col. Charles H. Lewis, a graduate of 1855, who had distin- 
guished himself in the civil war, came forward and offered to endow 
his alma mater. The gratitude of the trustees was great and sincere 
and, wisely or unwisely, they determined to change the name of the 
university in honor of him whom they regarded as its second founder. 
An act of the legislature was obtained December 10, 1880, changing 
the title to "Lewis College," and at a meeting of the trustees Decem- 
ber 31, 1880, Colonel Lewis was elected president. At the request of 
the trustees he was persuaded to take upon himself the executive 
management and to see personally to the carrying of his designs into 
effect. He became president of the college. But business misfortunes 
overtook the generous Lewis and he has never been able to perform 
the noble things he proposed. He has not lost, however, the respect 
and confidence of the trustees and other friends of the institution and 
has been continued in the presidency up to the present year, 1890. 

The change of name, however, was distasteful to the alumni. In 
1884 the name was changed back to Norwich University. The same 
year, November 25, the legislature passed the following act, providing 
for 30 free scholarships, which has been of great benefit to the 
university : 

SCHOLARSHIPS. 
AN ACT relating to the appointment of cadets to Norwich University. 

Sec. 1. There shall be admitted, free of charge for tuition and room rent, to the 
Norwich University, at Northfield, as many students from each county in the State 
as there are senators from such county in the general assembly, who shall be 
instructed in all departments of learning taught in said university, and be subject to 
all the rules and regulations of said school. 

Sec 2. The senators in each county shall designate and appoint the cadet or cadets 
from such county to the said university, and whenever a vacancy occurs from such 
county for any cause, fill the same; said appointments to be made by competitive 
examinations in the month of June in each year and whenever a vacancy shall exist. 

Sec 3. Whenever the senators from any county shall fail to fill any vacancy from 
such county for one month after being notified of the same by the trustees of said 
university, the trustees may fill the same by appointing from the county, if there are 
any applicants who pass the examination required by the rules of said university, 
and if not, then from any county in the State. 

Sec 4. The auditor of accounts shall draw his order on the treasurer of the State, 
payable to the trustees of said university or the treasurer thereof, for the sum of $50 
for each cadet so attending said university appointed as above, which shall be in full 



NOEWICH UNIVEESITY. 195 

payment for tuition and room rent for such cadets, said tuitions to be payable in 
conformity with the rules of said university now existing as to the payment of tui- 
tions, on the sworn statement of account of the president or vice-president of said 
university, and to be paid by the first day of June in each year. 

Sec. 5. This act shall take effect from its passage. 

Approved November 25, 1884. 

In addition to the above there have been created 12 half scholarships 
by benevolent friends of the university. 

PROFESSORS. 

Of the distinguished professors who have not been elsewhere spoken 
of in this history and who served the university ably and faithfully I 
will mention the following: 

Zerah Colburn, of world-wide fame for his natural gifts in mathe- 
matics, was born in Vermont in 1804 and died in 1840. At 6 years of 
age he was brought before the public, and his wonderful performances 
excited great interest. He answered almost on the instant such ques- 
tions as : How many seconds in eleven years ? What is the square of 
999,999? and many more difficult. He was taken to England for ex- 
hibition and was left at Westminster school, where he remained until 
1819. His father then desired him to become an actor, and he took 
lessons from Charles Kemble. Failing in this, he taught school. On 
his father's death he returned home and taught in various places. 
In 1825 he joined the Methodist Church and became an itinerant 
preacher. In 1835 he was appointed professor of ancient and modern 
languages in Norwich University. His remarkable talent for mathe- 
matical work left him about the time he became of age. 

First in length of service and perhaps in ability also stands Alonzo 
Jackman, the first graduate of the university. He was born in Thet- 
ford, Vt., March 20, 1809. Graduating alone in 1836, he was elected 
professor of mathematics in 1837. From this time (with the excep- 
tion of five or six years) he remained a professor in the university till 
the time of his death, forty- two years later. In 1841 Professor Jack- 
man in connection with his friend, Professor Swett (afterwards presi- 
dent), established the New England Seminary at Windsor and conducted 
it successfully for about three years. In 1846 he published in a Wood- 
stock paper the plan of an oceanic magnetic telegraph remarkably like 
that which in 1858 was first laid across the Atlantic Ocean. It is be- 
lieved by many that Cyrus W. Field received his first idea of an 
Atlantic cable from this publication. In 1859 he was commissioned 
colonel of the Second Regiment of Vermont Militia, and later in the 
same year was made brigadier-general. In 1861 he entered on the 
duty of inspecting, drilling, and organizing troops for the service of 
the Union. He prepared both officers and men for duty in the field. 
He would willingly have gone into active service himself, but the 
governor felt the need of him in the State. In 1876 he published a 
small pamphlet entitled "The circle squared." In this he demon- 



196 HISTOEY OF EDUCATION IN VERMONT. 

strated by geometric figures and reasonings that a square can be con- 
structed equal in area to any given circle, or a circle constructed equal 
to any given square. General Jackman died February 24, 1879. 

Among other professors who have faithfully served the university 
are William M. Rumbaugh, a graduate of 1876; John B. Johnson, 
professor of mathematics since 1881; Charles Dole, A. M., professor 
of English literature and history from 1869 to 1880; Charles E. H 
Gestrin, Ph. D., professor of ancient and modern languages, 1876- 
1880; Fred. Wm. Grube, A. M., professor of modern languages; 
Rev. I. P. Booth, professor of Greek and Latin; and Louis Habel, 
Ph. D., professor of chemistry and modern languages for three or four 
years. Charles C. Brice, A. M., a graduate of Johns Hopkins Uni- 
versity, was in 1886 elected professor of chemistry and physics, and in 
1887 was made superintendent. 

FACULTY (1891-92).' 

Hon. George Nichols, M. D., LL. D., acting president; Charles C. 
Brice, A. M., superintendent; John B. Johnson, A. M., professor of 
civil engineering and mathematics; Charles C. Brice, A. M., professor 
of chemistry, physics, and natural science; J. B. Mo wry, professor of 
English and Latin; G. F. Cole, prof essor of French and German ; F. C. 
Kimball, second lieutenant, Fifth Infantry, U. S. A., professor of mil- 
itary science; Asa Howe, A. M., C. E., professor of engineering field 
work; Philander D. Bradford, A. M., Ph. D., professor of anatomy 
and physiology; George Nathaniel Carpenter, A. M., lecturer on com- 
mercial ethics; Frank Plumley, LL. B., lecturer on constitutional law 
and social science; William Line, United States Signal Corps, instructor 
in meteorology; H. N. Mattison, assistant in chemical laboratory; L. C. 
Hulburd, instructor in drawing. Military staff: F. C. Kimball, sec- 
ond lieutenant, Fifth Infantry, U. S. A., commandant; J. B. Johnson, 
captain, N. G. V., quartermaster; J. B. Mowry, first lieutenant. 
N. G. Y. ; G. F. Cole, second lieutenant, N. G. V. ; Philander D. 
Bradford, surgeon; Rev. Homer White, chaplain; James Evans, 
armorer. 

COMMANDANTS. 

Those who have acted as teachers of militaiy science and tactics 
have been Capt. A. Partridge, Gen. T. B. Ransom, Hiram P. Wood- 
worth, A. M., Gen. Alonzo Jackman, LL. D., Simon M. Preston, A. M., 
Clinton S. Averill, A. M., Capt. S. W. Shattuck, Charles N. Kent, 
Maj. T. W. Walker, U. S. A., Capt. C. A. Curtis, U. S. A., Charles 
Dole, A. M., James E. Batchelder (graduate of West Point), Capt. 
William M. Rumbaugh, A. M., First Lieut, E. H. Catlin, U. S. A., 
and Second Lieut. Jesse Mel. Carter, U. S. A., Lieut. F. E. Kimball, 
U. S. A. 

DISTINGUISHED OFFICERS. 

Norwich University has given to the State and nation ruany of her 
sons who have won glory for themselves and their country on the 
field of battle. She contributed to the Union Army during the civil 



NORWICH UNIVERSITY. 197 

war 12 general officers, 40 colonels, 55 captains, 143 lieutenants, and 
many noncommissioned officers, a large number of whom laid down 
their lives for their country. She sent also her Ransom to the Mexi- 
can war. It is impossible to give a full list, but the names of the fol- 
lowing are familiar, not only outside of the university walls but 
outside of Vermont: 

Generals. — Granville M. Dodge, Robert H. Milroy, Warren Shedd, 
T. E. G. Ransom, Truman Seymour, George P. Buell, Newell Gleason, 
George E. Bryant. 

Colonels. — Truman B. Ransom, Thomas J. Whipple, Edward B. 
Williston, Charles H. Lewis, Henry O. Kent, O. E. Leonard, Thomas 
O. Seaver, Levi G. Kingsley, Charles B. Stoughton, Edmund Rice. 

Majors. — O. S. Tenney, E. B. Bean, Henry E. Alvord. 

Captains. — Dunbar Ransom, Henry S. Slayton, Charles E. Denison, 
Dwight H. Kelton, George A. Converse, U. S. N., Charles C. Carpen- 
ter, U. S. N. 



ENDOWMENT. 



An endowment is a need which has long been felt; several attempts 
have been made, but unsuccessfully, to obtain such an endowment as 
would make the future of the university secure. With the names of 
over 1,500 alumni and past cadets on the roster, it would seem as 
though the hope of such an endowment could be realized. Subscrip- 
tions to the amount of about $3,000 have been secured. A reasonable 
endowment, with the aid now given by the State, would place the 
university on a good basis. Norwich University deserves the foster- 
ing care not only of the alumni but of the State of Vermont. She 
has for over fifty years been the nursery of the men who on many a 
battlefield have carried the flag of their country to victory and won 
honor for themselves, their State, and the university which trained 
them. They have helped to keep the name " Green Mountain Boy" 
a synonym for martial courage. In every emergency they have 
responded to the call of the State. Some of the Vermont regiments 
in the late civil war were chiefly officered by Norwich men; others 
were plentifully sprinkled with them and their efficiency was thereby 
increased. At the time of the St. Albans raid, made from Canada by 
Lieut. Bennett H. Young, October 19, 1864, the cadets were called 
out and went to St. Albans. Afterwards General Jackman led them 
to Derby Line to repel expected invasion. 



LOCATION. 



Northfield is in the central part of Vermont, 10 miles from Mont- 
pelier, the State capital. It is on the Central Vermont Railroad and 
is easy of access from all directions. It is a quiet but beautiful village 
of some 2,000 inhabitants, is a model college town, and is noted for its 
healthfulness. The university and the village are well supplied with 
pure spring water, and no air is more invigorating than that which 



198 HISTORY OF EDUCATION IN VERMONT. 

blows from the hills and mountains which beautify the view in every 
direction. A moral, refined, and intelligent people, interested in the 
university, afford the advantages of good society to the young men 
educated here, and there are no temptations to dissipation. 

MISCELLANEOUS. 

The university has a considerable library containing some valuable 
books, and a reading room for the use of cadets where the current 
literature is to be found. The Reveille, a handsome magazine, is 
edited and published monthly by the cadets. There are two Greek- 
letter societies, the Alpha Sigma Pi and the Theta Chi, to one or the 
other of which most of the cadets belong. They are of a literary and 
social character, approved of b}^ the faculty and of value to their 
members. The cadets also maintain a military band of 16 pieces of a 
high order of merit. 

On every Friday there are ' ' rhetoricals " in which every student is 
trained in composition and extemporaneous speaking. Two prizes of 
$15 and $10 are offered by N. Louis Sheldon, esq., class of 1884, to 
those members of the sophomore and freshman classes who show the 
greatest merit in declamation in a contest held during commencement 
week. The member of the senior class who graduates with the high- 
est general study average receives the faculty gold medal. Upon 
graduation, cadet officers receive commissions signed by the president 
of the university and by the adjutant and inspector-general of the State. 
At the close of the spring term, during the week immediately preced- 
ing commencement, the entire corps goes into camp on the parade 
ground and receives instruction in all the details of camp life. The 
cadets room in the barracks and board together at the mess hall. 

An inspection of the military department of Norwich University 
was made June 9, 1890, by Col. R. P. Hughes, U. S. A., inspector- 
general of the Atlantic Division. In his report to the War Depart- 
ment Colonel Hughes says of the university: 

It has always been managed on a strictly military basis, and the discipline and 
method are excellent. * * * The students are organized into one company, the 
officers of which are taken from the senior class. * * * The present occupant of 
the chair of military science and tactics is Second Lieut. J. Mel. Carter, Third Cav- 
alry, who assumed the duties in March last. Lieutenant Carter seems to be entirely 
capable, zealous, and interested in his work, and gives entire satisfaction to the 
authorities and to his fellow-professors. * * * In conclusion, I wish to say that 
for its numbers there is no other school in my inspection where the military depart- 
ment presents a better condition than that at Norwich University, Vermont. 

Owing to the practical military and scientific education received, 
the present graduates find no difficulty in stepping from the university 
into lucrative and honorable positions in the business and professional 
world. The strict discipline which holds every cadet responsible for 
his deeds and punishes him for his offenses prepares them for the 
battle of life in which vse victis is the rule. 



APPENDIX. 



THE SCHOOL LAW OF 1782. 

The law of 1782 is believed to be the first school law of Vermont. 
A copy is here presented : 

AN ACT FOR APPOINTING AND SUPPORTING SCHOOLS, PASSED OCTOBER 22, 1782, FOR THE 
DUE ENCOURAGEMENT OF LEARNING AND THE BETTER REGULATION AND ORDERING 
OF SCHOOLS. 

I. Be it enacted, and it is hereby enacted by the representatives of the freemen of the 
State of Vermont in general assembly met, and by the authority of the same, That each 
town in this State which can not conveniently be accommodated by one school shall 
have power, and they are hereby empowered in any legal town meeting by such ways 
and means as they shall devise, to divide into so many districts as they shall find con- 
venient, and the same to alter from time to time. 

And each town shall appoint one or more meet person, within each district, to con- 
tinue until others shall be chosen, who together with the selectmen of the town shall 
be trustees of schools in such town. And such trustees, or the major part of them 
and their successors, shall have power, and they are hereby authorized and empow- 
ered, to lease such lands and real estates, and loan such moneys as do or shall apper- 
tain to such schools, or are or shall be given for the use aforesaid, and to commence 
any suit or suits that may be necessary for the recovery and obtaining of such lands, 
moneys, and other estates, and to take leases, bonds, and other securities to themselves 
and their successors for the use of such schools, and to sue and recover thereon. 

And the trustees shall annually pay over the money arising from the lease of such 
lands and other real estate, and the loan of such moneys, to a committee of each 
district respectively, in proportion to the number or lists; and all such bonds, leases, 
and other securities shall, by said trustees, be lodged with the town clerk of the 
town, who is directed and required to keep an account thereof and hold the same 
under the direction of said trustees for the purposes aforesaid. 

And such trustees shall render an account of their doings in respect to their trust 
to the town by whom they were appointed when thereunto required. And the 
inhabitants within the several districts are empowered from time to time to meet to 
transact the business of their respective districts, to choose a moderator, district 
clerk, collector of rates, and a committee of one or more persons to take care of the 
prudential affairs of the district for which they are chosen. And the committee 
shall have power, and they are hereby empowered, in their several districts to raise 
one-half of the money that shall be necessary for building and repairing a school- 
house and supporting a school in their respective districts by a rate on the list of the 
polls and rateable estate of the inhabitants of such districts. And the several dis- 
tricts are further empowered, at any meeting warned for that purpose, to raise the 
other half of the money for the purposes aforesaid, either by a tax on the list of the 

199 



200 HISTOBY OF EDUCATION IN VEEMONT. 

polls and rateable estate of the inhabitants of such district or by subscription in 
proportion to the number of children any person shall send or subscribe to send to 
such district school. 

And in every of the above cases the committee shall make the whole into a rate 
bill by a just estimation in money, according to the true intent and meaning of such 
rate or subscription as aforesaid, and if the same shall not be paid by the time 
appointed they shall deliver such bill to their respective collectors, with a warrant 
to collect the same, signed by some councilor or justice of the peace. And such 
collector shall have the same power in collecting district taxes as the collectors of 
town rates, and shall be accountable to their respective committees for the sum due 
on such bill. 

And the district committees shall severally have the same power with respect to 
lands or any other interest or estate, given, granted, or in anywise set apart for the 
use of schools in their respective districts, as are in this act given to trustees of town 
schools, and shall be in like manner accountable to their respective districts. 

And the judges of the county courts in their respective counties shall have power 
to appoint trustees of county schools, who shall have the same powers in all matters 
relating to their trust as trustees of town schools; and shall in like manner be 
accountable to the judges by whom they were respectively appointed. And said 
judges, calling to their assistance the justices of the peace in their several counties, 
shall have the power to lay a tax on the same for the purpose of building a county 
schoolhouse in such county, to be collected by a warrant from the county treasurer 
in the same manner that State taxes are. 

II. And be it further enacted by the authority aforesaid, That all trustees and com- 
mittees of schools shall have full power to purchase any lands or other estate, and 
to sell and alienate such lands and estate so by them purchased for the use of their 
several schools, under the direction of the judges, town, or district by whom they 
were appointed. And if any trustee or committee shall embezzle, misapply, or con- 
ceal any money or estate belonging to any town, county, or district, for the use of 
schools as aforesaid, he shall be liable to be removed and to be sued in an action of 
account by an agent or agents for that purpose appointed by the town, judges of the 
county court, or district by whom such trustee or committeeman was appointed. 

And if it shall be found on trial that such trustee or committeeman has embezzled, 
misapplied, or concealed any money or estate, as aforesaid, judgment shall be ren- 
dered against him, or them, for double the sum so embezzled, misapplied, or con- 
cealed; and such action prosecuted by order of the judges of the county court shall 
be prosecuted and determined before the superior court in their proper counties. 

Provided always, That this act shall not extend to any estate formerly granted by 
any person for the benefit of any particular school or schools; nor to grants of any 
interests formerly made by any person or particular town, for the use of schools, or 
for the use of any particular school wherein the grantor hath committed the trust 
thereof to any particular person or persons with particular directions for a continued 
succession in such lands, anything contained in this act to the contrary notwith- 
standing. 

In the statute of 1782 nothing was absolutely required. The towns 
were empowered to divide into districts and to control the boundaries 
of them. The districts were empowered to organize and to act when 
organized, and the district committees were empowered to raise money. 
The town having divided into districts was required to appoint a com- 
mittee, but this the only command laid upon the town was conditioned 
upon a previous voluntary act of the town. 



EARLY ACTION AS TO SCHOOLS. 201 

The following important link in Vermont school legislation is not 
found in volumes of collected laws : 

AN ACT IN ADDITION TO AN ACT ENTITLED "AN ACT FOR APPOINTING AND SUPPORT- 
ING SCHOOLS." 

Whereas disputes have arisen respecting the mode of raising money for building 
schoolhouses and supporting schools in several towns in this State: Which to prevent, 

I. It is hereby enacted by the general assembly of the State of Vermont, That at any- 
legal meeting of a district, warned for the purpose of raising money to build a school- 
house or support a school, it shall and may be raised in whole or in part, by a tax 
on the polls and rateable estate of the inhabitants of such district, as they may vote 
to raise the same. And, 

II. It is hereby further, enacted, That the clerk of any school district, which is or 
may be hereafter organized, shall have the same power to warn a meeting of said 
district, in the same manner which the selectmen now have in warning the first 
meeting; and that the committee of .any school district shall have power and are 
hereby empowered to appoint and remove schoolmasters from their district; any 
law, usage, or custom to the contrary notwithstanding. And, 

III. It is hereby further enacted, That all school districts which are organized accord- 
ing to law, shall draw an equal part of all public moneys arising to schools, in pro- 
portion to the number of children living in such districts, reckoning the number 
from the age of 4 to 20 years. 

Passed October 20, 1795. 

EAKLY ACTION OF SEVERAL TOWNS RELATIVE TO SCHOOLS. 

Guilford — Proprietors. 

December 23, 1761. — Voted: That house lot No. 63 be sequestered for a school in 
said town, and there be one full share of land not yet drawn for left for said use, viz, 
three hundred-acre lots. 

Bennington. 

January 19, 1763. — Voted: To send a petition to the general court of the province 
of New Hampshire to raise a tax on all the lands in Bennington, resident and non- 
resident, to build a meetinghouse and a schoolhouse and mills, and for highways 
and a bridge. 

May 9, 1763. — Voted: To raise $6 on each right of land in said Bennington for 
building a meetinghouse and a schoolhouse. Quoted in Memorials of a Century, by 
Jennings. 

October 5, 1763. — Voted: That the 12 pounds that was raised for the schools is to 
be divided into three parts equally, viz, 4 pounds apiece. 

Voted : That each district was to build their schoolhouses on their own cost. 

Chester. 

February 15, 1773. — Voted: To build a schoolhouse for the use of the town 22 by 
18 feet, and that 13 pounds York currency be raised on the inhabitants of said town 
for that purpose. 

Hartford. 

May 13, 1775. — Chose Amos Robinson, Stephen Tilden, and Benijah Strong a com- 
mittee to take care of the school lands and rent them out. 

Guilford — -Town. 

April 7, 1777. — Voted: To sell the school right, the money to be applied to main- 
taining a school. 



202 HISTOEY OF EDUCATION IN VEEMONT. 

POMFRET. 

September 1, 1778. — Thirdly. Put to vote, whether the town as a town would raise 
money for schooling. Passed in the affirmative. 

Fourthly. Put to vote, whether the town would raise 8 pounds the old way, stated 
on grain, wheat, 6 shillings per bushel; rye, 4 shillings; indian corn, 3 shillings. 
Passed in the affirmative. 

Fifthly. Whether the selectmen make the rate. Passed in the affirmative. 

Sixthly. Whether they would build schoolhouses. Past in the negative. 

Seventhly. Made choice of Nathan Throop, collector of the south district. 

Eighthly. Made choice of Henry Ainsworth, collector of the north district. 

Ninthly. Made choice of John Winchester Dana, John Throop, Timothy Harding, 
school committee. 

November 22, 1781.— All the money or wheat that is granted by said town, which 
is 100 bushels of wheat, said town has sequestered 21 pounds out of the 100 bushels 
of wheat for schooling, to be equally divided among each district. 

Made choice of John Throop, committeeman for the south district, John W. Dana, 
esq., for the north district, and Timothy Harding for the west district. 

December 7, 1781. — Voted: To raise 4 pence on the pound for the use of schooling and 
other contingent charges, 21 pounds to be sequestrated for the use of schooling out of 
the 4 pence on the pound. 

November 20, 1783. — Voted : To raise 3 pence on the pound to be laid out for school- 
ing. 

Voted: That each district shall have his own money for that purpose. 

Clarendon. 
June 1, 1779. — Voted: That the town be laid out into [school] districts. 

Wells. 

In 1779 the inhabitants voted "to divide the town into two districts, as natur has 
, divided it, for schooling." (History of Wells, Paul & Parks.) 

Windsor. 

March 7, 1786. — To raise 80 pounds for the purpose of school in said town (agree- 
able to the sixth article in the warning) , said 80 pounds to be paid in cash or good 
wheat, a,t 5 shillings per bushel, to be collected and paid into the town treasury by 
the first day of December next; and that the money be divided into as many equal 
parts as there are districts, to be drawn by the committee of districts and appropriated 
to the sole purpose of hiring an instructor; and if any district neglect to maintain a 
school the term of 3 months in one year, from the time of the payment of the 
tax, that such delinquent district' s proportion be kept in the treasury and added to 
the future dividend that may be made for schooling; and that the selectmen, for the 
time being, be a committee to ascertain the number and limits of the several school 
districts in the said town ; and see that the votes concerning raising and appropriat- 
ing money for schooling be carried into effect. 

March 13, 1787. — Voted: A tax of 3 pence on the pound for schooling. 

Shaftsbury. 

February S, 1787. — Voted: To accept and adopt the plan and method for distribu- 
ting the school money belonging to this town as presented by the committee appointed 
for that purpose, which is as follows: 

Article I. That none of the public money be applied to the maintenance or sup- 
port of any school within the town taught by a woman. 

Art. II. That no scholar be entitled to draw any of said money under the age of 4 
years nor over lawful age. 



STATE NOKMAL SCHOOLS. 203 

Art. III. That no scholar be entitled to any of said money to defray the expenses 
of his or her schooling except the parent or master of such scholar be a lawful inhab- 
itant of said town. 

Art. IV. That the several schoolmasters in said town shall keep an exact list of 
his scholars, severally, viz, their names, ages, together with the length of time to a 
day that each one is taught, and exhibit the same to some proper person or persons 
appointed by said town to receive the same, and make solemn oath before proper 
authority of the truth and validity of his said list, and present the same on or before 
the first day of April, annually. 

Art. V. That as soon as may be, after the first of April, annually, the person or 
persons appointed to receive the aforesaid list, shall proceed to make an equal divi- 
dend of the money in bank among the several scholars taught, as above, in the then 
foregoing year, in the following manner, viz, reckoning or allowing 4 pence per 
week of each scholar that shall be included within the above description, and that 
has been actually schooled the full term of 3 months in the preceding year, but no 
scholar shall be entitled to more than 4 pence per week for the time that he or she 
has been actually schooled. 

Art. VI. That it be recommended to the several districts in said town, that each 
one appoint some proper person to appear in their behalf and draw the money that 
shall fall to the share of his district, annually, and receipt the same. 

Art. VII. That no district be entitled to draw any of the public money, on 
account of schooling, except the teacher of the school has been actually examined 
and approbated by a committee appointed by the town for that purpose. 



A proper guardianship of the schools implies provision for the 
proper education of teachers not less than the superintendence of their 
work. The measures lately adopted by the State for the establish- 
ment and maintenance of normal schools are her answer to a popular 
demand for better teachers. That demand was not in consequence of 
a sudden or a late perception, nor is the answer given a quite recent 
discovery. 

Jacob Eddy, the Quaker town clerk of Danby , ' ' taught a select 
school" during the years 1785 to 1788 " expressly for the purpose of 
training young men for the vocation of teaching. " 2 

In 1811 Mrs. Emma Willard began her school for ladies in Middle- 
buiy, where it was continued five years. Mrs. Willard afterwards 
characterized this as the period ' ' when I began specially to prepare 
pupils for teachers." 3 

Yet we are accustomed to refer to the Concord Academy, an enter- 
prise begun by Rev. S. R. Hall, LL. D., as the first school for teach- 
ers established in Vermont. In March, 1823, Mr. Hall, having just 
been settled as pastor of the Congregational Church in Concord, began 
in his own house a school for teachers. A commodious building was 
soon erected, and November 5, 1823, Concord Academy was incorpo- 
rated, with Rev. S. R. Hall and seven others, inhabitants of Concord, 

1 In the preparation of the paper on normal schools assistance has been rendered 
by Mr. Joseph A. DeBoer. 

2 History of Danby, pp. 70 and 138; Vt. Hist. Mag., vol. 3, p. 621. 

3 History of Middlebury, p. 395. 



20-1 HISTORY OF EDUCATION IN VERMONT. 

as a board of trustees. November 17, 1825, Concord Academy was, 
by an amendatory act of the legislature, declared to be a county gram- 
mar school. In this school so originated and so incorporated " a 
course of study was arranged and teachers' classes formed during the 
first year," but during the second a regular normal school course was 
instituted. Here "he admitted a class of young pupils, as well as of 
those more advanced; the former rather as a model school, in the 
instruction of which he intended to illustrate to those intending to 
become teachers both how children should be governed and instructed." 
After seven years' service Mr. Hall left the Concord Academy, of 
which we hear no more as a school for teachers. 1 

In 1810 we find a teacher department with a three years' course of 
study in Craftsbury Academy. 2 This also was organized by Mr. Hall, 
who in that year returned to Vermont from labors in Massachusetts 
and in New Hampshire. Mr. Hall was principal of this academy for 
six years, and afterwards, for several years, gave lectures to the 
students on the art of teaching. 

In 1817 a normal school and teachers' institute was begun at Brat- 
tleboro by Rev. Addison Brown, then county superintendent of com- 
mon schools for Windham County. After about two years the school 
was closed. 

At this time the formation of teachers' classes in the academies had 
become very general and has been continued in the best of them to 
the present time, with good results. In the St. Johnsbury Academy, 
then in charge of Mr. James K. Colby, more attention was bestowed 
upon the preparation of teachers than was common in other schools, 
and for several years the organization of a teachers' department as a 
permanent and prominent branch of the institution was a favorite 
object with Mr. Colby. His death, in 1866, prevented the accomplish- 
ment of the purpose. 

In the fall of 1856 an attempt was begun in Royalton to establish a 
school for teachers, but after a few years the effort at that place was 
relinquished, to be renewed in 1861 in the Orange County Grammar 
School at Randolph. 

RANDOLPH NORMAL SCHOOL. 

Principal Edward Conant can truly be called the father of Vermont 
normal schools. He was the last principal of the Orange County 
Grammar School and as such exerted his influence to establish a nor- 
mal school in its place. In this he was successful, the trustees voting 
in 1866 to make it a training school for teachers. The same fall the 
legislature passed an ordinance placing it under State patronage and 
control. 

1 Vt. Hist. Gazetteer, Vol. I; Barnard's Am. Jour, of Ed., Vols. V, XV, and XVI. 
2 Thomson's Vermont, Barnard's Am. Jour. Ed., Vol. V. 



STATE NORMAL SCHOOLS. 205 

Several of the leading educators had been agitating the question for 
several years, but had met with small encouragement from the people 
and the trustees of the county schools. Normal schools had been in 
successful operation in other States for some years, but notwithstanding 
that fact they were looked upon with distrust. There was a pressing 
need, however, of a school in which teachers could be trained better 
than in the academy and county schools. Something was needed which 
should give teachers a strictly professional training, teach them meth- 
ods and educate them in the principles which underlie successful teach- 
ing. To meet this demand the Randolph Normal was founded. 

A history of the school is, strictly speaking, a biography of Professor 
Conant. The catalogues and normal register give that as well as the 
lives of Mr. Leavenworth and Mr. Edson. I will not concern myself 
with them, but go on to speak more particularly of methods and results. 

Normal schools naturally divide themselves into three groups: Those 
whose work is chiefly academic, i. e. , aim to secure scholarship in the 
branches taught; those whose main effort may be styled apprentice 
work, for they undertake to give their graduates the largest possible 
amount of actual teaching; and finally those which seek to give their 
graduates a scientific basis of practical pedagogical knowledge, not 
neglecting the other things just mentioned. This school belongs to 
the last class. 

The first course of study is of two years' duration, and includes 
school discipline, education, psychology, and pedagogics. The study 
of methods is introduced at the beginning of the course to help the 
student recognize and arrange such knowledge of the subject as he has 
gained by observation and experience as pupil and teacher, to interest 
him in pedagogic literature and in the methods actually used in this 
school. Teaching exercises are used through the course, and for a 
portion of the last term classes of children are taught b}^ the pupils 
under the direction of the teacher of methods. The foundation of 
pedagogics is sought in psychology, which, with review and applica- 
tion, extends through three-fourths of the second year. 

Graduates from the first course who have in addition one term of 
the second course are fitted for the scientific courses in all our colleges. 
For six years students have gone to colleges each year. The corps of 
instructors consists of principal and 1 assistants. Two of the assist- 
ants have taught four years in the school, one six, and one eight. 
Mr. Conant was state superintendent of schools from 1874 to 1880, 
and principal of the Johnson (Vt.) Normal School for the four 
years following. When he returned to the school in 1881, he found. 
it somewhat diminished in numbers. The first year he devoted chiefly 
to a study of the situation which resulted in a determination to raise 
the standard of the school and make it more distinctly professional in 
its work. In the fall of 1885 this was vigorously begun. One result 



206 



HISTORY OF EDUCATION IN VERMONT. 



was that, for the fall term of 1886, the entire enrollment of students 
was only 33. This, however, neither defeated nor hindered the main 
purpose. Steadily the number of students has increased, though the 
standard has been maintained to the full. 

The following table shows clearly the relative increase: 





1886. 


1887. 


1888. 


1889. 


1890. 






67 
42 


73 
49 


68 
69 


96 


Fall 


33 


87 







Following are some summaries which are instructive as showing the 
number of graduates and measuring the influence of the school: 

During the years from 1867 to 1874, 253 students were graduated 
from the first course and 36 from the second. During Mr. Leaven- 
worth's administration, 1874-1879, there were 202 graduates in the first 
course and 35 in the second, and during Mr. Edson's 180 and 32, 
respectively. Up to 1884 there had been 738 graduates in both 
courses. In 1885 these graduates are reported to have given a total 
service as teachers of 4,672 terms. 

The catalogue for 1891 summarizes the attendance as follows: 
Number of students, fall term of 1890, 87; spring term, 1891, 103; first- 
course graduates, 25; second-course graduates, 6. From February, 
1867, to July, 1891, the number of admitted students was 1,926; the 
number of first-course graduates, 839; second-course graduates, 128; 
total, 967. Since 1884, therefore, Mr. Conant's second administration 
represents a total of 229 graduates, 204 and 25, respectively, in the 
first and second course. 

Each town is entitled to one scholarship, and may have more, not 
exceeding ten. A scholarship pays the tuition of one student. Can- 
didates for scholarships must be at least 15 years of age, of good 
moral character, residents of the State, must declare their intention 
to complete a course of study in the normal school and to teach in the 
State two years after graduation, must be recommended by the county 
supervisor of the county in which they reside, on entering the school 
must pass the required examination, and must attend the school with- 
out interruption for a full term of twenty weeks. 

For admission to the first course candidates must pass satisfactory 
examinations in reading, spelling, penmanship, arithmetic, geography, 
grammar, physiology, and history of the United States. 

Holders of State or county teachers' certificates or diplomas showing 
graduation from high school or academies may be admitted to the 
first course without examination. To enter upon the first course suc- 
cessfully, young men should not be less than 17 and young ladies not 
less than 16 years of age. 



STATE NORMAL SCHOOLS. 207 

The examination for admission shall be under the control of the trustees of such 
school and the State superintendent. The examination for graduation shall be con- 
ducted by a board, consisting of the State superintendent, the principal of the normal 
school, and a practical teacher, who shall be annually appointed by the governor 
from the Congressional district in which such school is located. 

Such board is empowered to grant certificates of graduation to all 
who pass the required examination in the first course or in both courses, 
but they also have power to " revoke said certificates upon cause 
shown." 

The courses of study consist, for tne first course, of geometry, school 
discipline, English, botany, physiology, algebra, drawing, education, 
arithmetic, psychology, geography, pedagogics, history of United States 
and civics, mental arithmetic twice a week through the first year, pen- 
manship and physics, each once a week, gymnastics, and vocal music. 
This course extends through two years of two terms each. 

The second course, of one and one-half years, includes algebra, geome- 
try, rhetoric, Thomson's Seasons, physics, general history, history of 
education, Bacon's Essays or Milton's Paradise Lost, English litera- 
ture, astronomy, and moral philosophy.^ 

The terms are 20 weeks each. 

The second course follows the first, and its methods are adapted to 
the larger knowledge and higher culture of the students. 

Candidates for graduation must have been pupils in a Vermont State 
normal for one full school year. 

They must be recommended as being prepared for graduation, to 
the examining committee, by the principal of the school at which they 
complete the course of study. 

Their moral character must be approved by the principal and by the 
president of the board of trustees of the school. 

Candidates for graduation from the second course must have passed 
a satisfactory examination in the first course. 

The tuition fee is $12 per term; reading room 25 cents, and the fee 
for text-books $1 per term. x The entire cost of board, books, and 
stationery for twenty weeks is usually less than $80. 

In July and August, 1875, the trustees enlarged the building to 
double its previous capacity by an expenditure the basis of which 
was a subscription raised among the friends of the school. 

The school has a philosophical apparatus sufficient for illustration of 
the fundamental principles in natural philosophy and to some extent 
in chemistry. It has a well selected and finely arranged cabinet of 
minerals and rocks, and a choice botanical collection, together with 
some natural-history specimens. These are all of a character to be 
used in the daily recitations in the subjects to which they relate, and 
have been proved to be very valuable helps. 

There are two libraries proper, one belonging to the town of Ran- 
dolph, held in trust for many years by the Orange County Grammar 



208 HISTOEY OF EDUCATION IN VERMONT. 

School, which is composed of old and well-worn volumes; the other 
under the control of the literary society connected with the school, 
which is composed of books for general reading, historical, biograph- 
ical, and of the current literature. 

The school is well supplied with charts, maps, and books of refer- 
ence, among which is Reese's Encyclopaedia, through the liberality of 
the trustees, supplemented by generous contributions of the principal, 
Edward Conant. 

The trustees of the Randolph State Normal have been fortunate in 
their choice of men to administer its affairs. Principal A. E. Leaven- 
worth, who succeeded Mr. Conant in December, 1874, was a native of 
Charlotte, Vt. He had studied at the university, and, after an efficient 
military service, had distinguished himself as an educator, and espe- 
cially during the years from 1868 to 1875, while in charge of the 
academy at New Haven, now called the Beeman Academy. He was 
ever warm hearted, impulsive, generous to a fault, enthusiastic in the 
work, and became at once a popular teacher at Randolph. Mr. Leav- 
enworth resigned in July, 1879; he spent the two following years in 
the State, making a fine collection of fossils, and regaining health and 
strength. In August, 1881, he entered upon his new duties as prin- 
cipal of the Castleton Normal. 

Mr. Andrew W. Edson, who was next chosen principal, was born in 
Wisconsin, but was a resident of Brookfield, Vt. , from early boyhood. 
He was a graduate of the district schools, of the Randolph Normal in 
1870, of the Vermont Conference Seminary, at Montpelier, in 1874, 
and of Dartmouth College in 1878. 

Upon taking up the new work he at once began to make a special 
study of the professional needs of the school, both by careful reading 
of theory and by actual observation of the work done in other normal 
schools of New England, comparing their needs and advantages with 
our own, introducing tried and approved methods with such adaptation 
as our own circumstances required, adding to the curriculum of the 
school several strictly professional studies, and to the library many 
books in this special line. 

While this gave a decided professional aspect to the school Mr. Edson 
never allowed it to absorb the thought of the school. He enlisted a 
wide-awake interest in all subjects that the people need to know and 
think of, being himself actively interested in them, and requiring 
constant reference to the sources of information in the rapidly growing 
library. More and more the school came to study by topics, more 
and more the pupils came to see that only their own active thought 
could reach any satisfactor} T result in any line. Mr. Edson himself 
well illustrated the transition of the "ideal teacher" of the last 
century, from the bookworm of uncertain muscle and digestion and 
executive ability to the ideal man of the present day, who is alive in 
any profession. 



STATE NORMAL SCHOOLS. 209 

Mr. Edson remained from 1879 to 1884, and made the school more 
than ever before a training school for teachers. He is now one of the 
agents of the State board of education in Massachusetts. 

Hon. Edward Conant, the first and present principal, is thus pleas- 
antly remembered by one of his former pupils: What seems to have 
been the essence of his mental teaching was "a reverence for exact 
truth exactly stated, and few who have seen it will ever forget his per- 
sistence as he insisted upon accurate answers. Few minds that touched 
his did not take upon themselves habits of looking sharply at every 
statement, and weighing well every word. This was our most valua- 
ble acquisition from the class room — a method of doing rather than an 
overtaxed memory. * * * For the positive, aggressive influence,, 
Mr. Conant generated in his study and in his rambles across the fields 
and up the rugged hillsides a spiritual and mental power that gave an 
impetus to the heaviest mind, a motion of accuracy to the most vague, 
a determination to the most vacillating, an ideal so noble and so pure 
that it made itself seen and felt by the blindest and grossest in the 
circle of its influence. How many who read these words will feel that 
they but half express what the man was to them, as he lived before 
them ' each day as if it contained all the days that had been and all 
that were to be.' Of the strength of his presence in the community 
as well as in the school much might be written. The record is kept in 
the hearts of the people." 

His instructions to large bodies of teachers in county and State con- 
ventions, his advice and recommendations printed in public reports, 
have probably exercised a more direct influence for good than those of 
any other man in the State, unless it was J. S. Adams, of Burlington. 

THE NORMAL SCHOOL AT JOHNSON. 

Mr. S. H. Pearl, the last principal of the academy, and the first of 
the normal school, was a "man of mark." He came in the fall of 1863, 
bringing into the school a fund of enthusiasm, of new methods and 
ideas, which did not fail to impress themselves upon the public in gen- 
eral, as well as upon his own special pupils. It was largely through 
his influence that the normal school was located at Johnson, and the 
building fitted to receive it, which was done in three and a half years 
after his coming. He graduated nine classes from the normal school, 
and it is safe to say that never will one of his graduates forget him or 
cease to bless his memory. He so impressed his personality upon his 
pupils, and made them feel the greatness of their responsibility in the 
vocation for which they were fitting, that life assumed a new meaning 
and depth to many a young mind and heart. 

Mr. Pearl worked well, but not wisely for himself, perhaps exem- 
plifying his favorite maxim, "It is better to wear out than to rust 
out;" but those who wished for him a long career of usefulness 
3177 14 



210 HISTORY OF EDUCATION IN VERMONT. 

would rather he had been eontent to have rusted a little, if need be, 
than to have worn out so prematurely. In 1871 he went to the normal 
school in Plymouth, N. H., where he was as deservedly popular; but 
his work was short, closing in death August 1, 1873. 

The second normal school principal was Mr. C. D. Mead. He was 
born at Essex, N. Y., graduated at Middlebury College, began his work 
as an educator in Westport, N. Y., and came to Johnson in 1871. Prior 
to this engagement Mr. Mead had also taught in Middlebury, in 
Maiden, Mass. , and for five years in an academy at Maquoketa, Iowa, 
Returning East, he taught for nine years in Swanton, then one year 
in the normal school, and thereafter became principal of the Middlebuiy 
High School. Mr. Mead enrolled 11 first-course graduates and 3 from 
the second course. He was assisted at Johnson by Miss Anna L. Oakes, 
a graduate of the institution. Miss Oakes was also elected for eleven 
successive years as a teacher of the Middlebury Grammar School and 
returned to Johnson in 1881 as a teacher of mathematics. 

From 1872 to 1875 Harlan S. Perrigo, A. M., acted as principal of 
the school. During this period the school improved in its methods 
and results and gained in public favor. The number of graduates from 
the first and second course was, respectively, 32 and 5. During" 1875- 
1881 the principal was William. C. Crippen, a native of West Rutland. 
He graduated from the second course of the Randolph Normal School 
in January, 1875, and at once went, as principal, to Johnson. Mr. 
Crippen's native talent manifested itself in a variety of activities 
introduced into school work, which resulted in a consequent increase 
in attendance of 300 per cent. The death of his wife in 1880 led to 
his resignation. The assistant teachers during Mr. Crippen's admin- 
istration were all graduates of either the Randolph or Johnson normal 
schools. There were 113 graduates from the first course and 19 from 
the second. 

The fifth principal was Edward Conant, A. M., 1881-1881, an 
extended notice of whom has already been given. He succeeded, with 
the aid of Rev. A. A. Smith, president of the board of trustees, in 
not only regrading the village schools, but in so arranging the studies 
in them as to make them fitting schools for the normal. Mr. Conant 
also took the primary department of the district school for a model 
school in connection with the normal. It hardly needs to be added 
that his work in this school was of a high order and went straight to 
accomplishing the objects he thought were needed. The standard of 
the school was advanced. More was required of the pupil to enter 
the school and more to graduate. The increased requirements for 
admission and the lengthened course occasioned the loss of some stu- 
dents, but he considered the benefits to be derived from the change 
would more than compensate for the loss. It gave a better class of 
students to work upon, and the increased requirements for graduation 



STATE NOEMAL SCHOOLS. 211 

guaranteed to the public that the graduates were more thoroughly 
fitted for their work. 

The graduates of this period were 14 from the former first course, 
2 from the former second course, and 30 from the revised first 
course. Mr. Conant, in his report for the three years ended June 30, 
1881, gave as the number of different pupils 233; average age of 
students, 18.8 }^ears; number of Vermont counties represented, 10; 
number of Vermont towns represented, 58. He also reported progress 
in these directions: The attendance had become more regular, the prac- 
tice of entering for partial terms having nearly ceased; the work had 
become more strictly professional, and hence the school was more 
sought by teachers; the means of the school to help teachers had been 
increased. 

The sixth and present principal of the school is A. H. Campbell, 
Ph. D. Dr. Campbell was born in New Hampshire, attended the 
Nashua High School and New London Academy, graduated from the 
Bridge water, Mass., Normal School in 1870, from Mount Vernon 
Academy in 1872, and from Dartmouth College in 1877. After grad- 
uation he was principal of the Kingston, N. H., Academy for three 
years, was associate principal of Cushing Academy, Ashburnham, 
Mass. , for five years, and in 1881 took charge of the normal school at 
Johnson. Dr. Campbell's administration has been characterized by a 
steady increase in the requirements for admission by an advancement in 
the standard of scholarship and by an increase in the amount of strictly 
professional work demanded. The model school, consisting of the vil- 
lage primary school, has been maintained in successful operation, all 
students being required to spend several weeks in teaching and gov- 
erning the school. " Classes are received from the upper grade of 
the village school and taught by members of the graduating class under 
the supervision of the normal teachers, so that the minimum practice 
of each graduate in teaching during the last two terms is one hour per 
day for twenty weeks." By vote of the district in 1889, all of the vil- 
lage schools were placed in charge of the normal school principal to 
be used as training schools. 

In his report to the State superintendent of schools for the two years 
ending June 30, 1886, Mr. Campbell writes: 

The whole aim of the school has been to prepare teachers for this work, and no 
labor or pains have been spared to accomplish this end. The reading room contains 
all the best journals on popular education, besides daily and weekly papers and 
scientific and popular magazines. In the library is a complete pedagogical outfit, 
more than 300 volumes having been added in the last two years. 

In addition to the full complement of assistant teachers during Mr. 
Campbell's administration, Joel Allen, M. D., has for several years 
lectured to the schools on physiology, hygiene, and anatomy, and 
T. J. Boynton, now of Montpelier, on civil government. The total 



212 HISTORY OF EDUCATION IN VERMONT. 

number graduated since the school was established in 1867, and up to 
June 30, 1890, was, in the first course, 442; second course, 34. Of 
this number 147 and 2, respectively, were graduated during the present 
administration. The general financial summary, made by Mr. Joel 
Allen, secretary of the board of trustees, for the two years ending June 
30, 1890, is as follows: Value of the school property, $6,000; income 
from county lands, $161.90; State appropriations, $5,928. Of this 
amount there was applied on scholarships $2,928, and on teachers' 
salary $3,000. 

The library contains about 400 volumes, mainly books of reference 
and works of standard authors. 

The apparatus for the purpose of illustrating the subjects of 
astronomy, natural philosophy, and chemistry, though not so complete 
as could be wished, is now in good condition, and it is expected will be 
increased the coming year. An excellent cabinet of minerals furnishes 
means for illustrating the subject of geology. 

There is a literary society called the Union Debating Club, which 
was organized in 1874. Since that time weekly lyceums have been 
held during the more largely attended terms of school. 

THE CASTLETON NORMAL SCHOOL. 

This normal school is situated in a beautiful park of several acres in 
extent in the center of the village, and within convenient reach of the 
post-office, depot, and churches. The grounds are justly celebrated 
for their beauty and the buildings are large and conveniently arranged. 
The normal hall contains a large chapel, recitation rooms, and cabinet. 
The boarding house is a brick building 3 stories in height, exclusive of 
the basement, and contains 52 rooms for students. The rooms are 
large, well-lighted, and in comfortable repair. All things considered, 
it must be admitted that no normal school in the State has better facil- 
ities for a successful work than this. The buildings were formerly 
the old Castleton Seminary property, left in the hands of a board of 
trustees in trust for certain defined and specified purposes. Naturally 
the trustees hesitated to transfer the property held by them to the nor- 
mal school. Naturally the graduates, scattered the length and breadth 
of the land, some of them influential and prominent men — all of them 
clinging lovingly to the old seminary — bemoaned the decline and 
decadence of their alma mater. This sentiment on the part of the 
trustees, this feeling of the friends of the seminary, has caused the 
unusual spectacle to be presented of two distinct schools (from 1867 to 
1876) running under one roof and conducted by one head. Necessa- 
rily, inevitably, this condition of things has produced confusion, jeal- 
ousy, and friction. It became at last evident to the trustees that there 
must be a change — a revolution. It was a question of "the survival 
of the fittest" — and the seminary is no more. Though this action has 



STATE NORMAL SCHOOLS. 213 

been reluctantly taken; though it may have been a grief to the friends 
of the seminary at the time, yet now it is evident that the right thing 
has been done at last, and that never before had the normal school 
such hopeful prospects. 

Mr. Edward Conant, in his History of Vermont, page 186, writes: 

The Rutland County Grammar School still exists [though now as a normal school], 
and is the oldest chartered educational institution in the State. At a special meet- 
ing of the board of education, held at Castleton, August 22 and 23, 1867, a proposi- 
tion made by the trustees of the institution to the board to make it a normal school 
was accepted, and the State normal school at Castleton was established. The whole 
number of first-course graduates from this school since 1867 is 348. 

The standard for admission, conditions of graduation, course of 
studies, etc. , are in this school very similar to those described under 
the title of Randolph Normal School. The attendance during recent 
years has been as follows: 1886-87, 213; 1887-88, 185; 1888-89, 223; 
1889-90, 230. During the two years last named there were 52 gradu- 
ates from the first course and 12 from the second. Of the pupils 
enrolled during 1888-90, 297 represented 53 towns in Vermont, while 
18 came from New Hampshire, Massachusetts, New York, Michigan, 
and Missouri. The present principal of the Castleton Normal School 
is A. E. Leavenworth, A. M. , who has taken a prominent part in the 
history of Vermont education. He was born at Charlotte, Vt., 
studied in the district schools, prepared for college at Hinesburg 
Academy, and graduated from the University of Vermont in August, 
1866. Mr. Leavenworth had already had experience as a teacher 
before he graduated from the university. He had taught several 
terms of district school; he had acted as principal of the academy at 
Bolivar, Mo., and also for one year in the academy at Hinesburg, Vt. 
In 1862 he and one of his students were among the first Vermonters 
to respond to President Lincoln's call for troops, and he remained 
in the service until June, 1865. He was acting assistant inspector- 
general of different troops at various times during the war, and held, 
at the time of his discharge, June 13, 1865, the position of acting 
assistant adjutant-general of the Department of the Appomattox. 
After the war he resumed the principalship of Hinesburg Academy. 
From 1868 to 1875 he was in charge of the New Haven Academy, then 
well endowed, and afterwards rechartered under the title of Beeman 
Academy. From 1874 to 1879 Mr. Leavenworth, as already stated, 
was principal of the Randolph Normal School, but in July of this year 
ill health caused him to resign this position. In August, 1881, he 
entered upon his present office as principal of the Castleton Normal 
School. 

The principals of the Castleton Normal School have been the follow- 
ing in the order of service: Rev. R. G. Williams, Edwin J. Hyde, 
George A. Barrett, Walter E. Howard, Judah Dana, A. M., and 
A. E. Leavenworth. 



214 HISTORY OF EDUCATION IN VERMONT. 

The report of the trustees for the year ending July 31, 1890, reveals 
the following facts: For nine years the management of the school has 
remained unchanged; the number of graduates has steadily increased; 
it was 11 in 1881-82 and 31 in 1889-90, with an enrollment of 230 stu- 
dents. The receipts for 1889-1890 were as follows: State scholarships, 
$1,026; private tuition, $2,899; State appropriation, $3,000; received 
through the trustees, $1,000; total, $10,925. Expenses: Salaries, board, 
and instruction, $8,200; advertising and insurance, $550; repairs, fuel, 
and janitor, $1,220; incidentals, $662; total, $10,632. 

There is philosophical and chemical apparatus, sufficient for all 
necessary school purposes, in good condition. The library contains 
several works of reference, including an entire set of the New 
American Encyclopedia. 

The Atwood cabinet contains several hundred geological and zoolog- 
ical specimens contributed by the late Dr. Atwood. 

BIBLIOGRAPHY OF EDUCATION IN VERMONT. 

Bibliography of Vermont, by Benjamin H. Hall, in Norton's Literary Letter of 1860. 
Bibliography of Vermont, by M. D. Gilman. Published in Argus and Patriot, Mont- 

pelier, Vt., in 1879 and 1880. 
Education, in Amer. Quar. Register, vol. 5, p. 283. 

University of Vermont, by George W. Benedict. Amer. Quar. Register, 1841, vol. 13. 
Origin of Teachers' Association in Vermont. Barnard's Amer. Jour, of Education, 

vol. 15. 
Descriptive Sketch of Vermont, 1797, by John A. Graham. 
The History of Vermont, by Rev. Hosea Beckley, 1846, pp. 207-208 and Chap. XIX, 

p. 269, et seq. 
The Early History of Burr Seminary, 1840. Amer. Quar. Register, vol. 13, pp. 34-37. 
History of Vermont, Philadelphia, 1850, by W. H. Carpenter and T. S. Arthur. 
History and Description of New England, General and Local, by A. J. Coolidge and 

J. B. Mansfield, pp. 727-728. 
Travels in New England, vols. 2 and 4, by President Timothy Dwight, of Yale 

College. 
History of Vermont, by F. S. Eastman, 1828. 
History of Vermont, by Zadock Thompson, 1833. 
History of Vermont, by Zadock Thompson, 1842 and 1853. 

A History of the State of Vermont from its Discovery to 1831, by Nathan Haskins. 
A History of Eastern Vermont, by Benjamin H. Hall, 1858. 
The Natural and Civil History of Vermont, 1794. Published in 1809, by Samuel 

Williams, LL. D. 
School Journal and Vermont Agriculturist; first educational journal in the State. 
Hay ward's Vermont Gazetteer, 1849. 
Addresses at the semicentennial celebration of Middlebury College, August, 1850, 

by President Labaree, Rev. Joshua Baker, and Justus Cobb. 
For bibliography of the University of Vermont, Middlebury College, Norwich 

University, and many of the seminaries and academies of Vermont, see M. D. 

Gilman' s Bibliography of Vermont, in Argus and Patriot, 1879 and 1880. 
Vermont Historical Gazetteer, a local history of all the towns in the State, by Abby 

Maria Hemenway, 1882. 
Geography, History, and Civil Government of Vermont, by Edward Conant, 1890. 



BIBLIOGRAPHY OF EDUCATION TN VERMONT. 215 

General Statutes, article ''Education." 

Annual Reports of the State Board of Education and of the State Superintendent of 
Public Instruction: 

1828. First Report of the Board of Commissioners. 

1846-1851. Annual Reports by the State Superintendent. 

1857-1874. Annual Reports by the Secretary of the Board of Education. 

1876-1890. Biennial Reports by the State Superintendent of Public Instruction. 

1875. Compiled School Laws of Vermont. 

1875. Report to United States Commissioner of Education, pp. 414-415. 

1876. Report to United States Commissioner of Education, pp. 391 et seq. 
Kiddle & Schem's Cyclopaedia, p. 839. 

Barnard's Common Schools and Public Instruction. 

Laws of Vermont from 1782. 

"William's Compiled Statutes of Vermont, pp. 140-158. 



APPENDIX II. 



George Gary Bush, Ph. D. 



IN MEMORIAM. 



George Gary Bush, Ph. D., was born in the town of Turin, northern 
New York, March 19, 1843. As a boy he was noted among- his mates 
for his quiet ways and studious habits. At the age of 16 he com- 
menced preparations for college, and in 1862 entered the Wesleyan 
University at Middletown, Conn., from which he was graduated in 
1866. In the autumn of the same year he was chosen principal of the 
academy at Attica, N. Y. , and two years later he received a call to the 
Vermont Methodist Seminary and Female College at Montpelier, Vt. 
Here he filled for six years the professorship of Latin and Greek, and 
won for himself an enviable reputation as one of the best classical 
teachers in the State. During this period he was twice offered the 
presidency of the institution, but declined the honor. Resigning his 
chair in the summer of 1874, he spent the next four years in Europe — 
three in Germany in the study of languages, history, and archaeology 
at the universities of Heidelberg, Leipzig, and Tubingen, and one in 
visiting the famous seats of learning and places of historic interest in 
the Old World, extending his travels to Egypt, Palestine, the Bos- 
phorus, and Greece. In the latter country, in company with Prof. 
S. S. Orris, of Princeton College (afterwards a director of the American 
School of Classical Studies at Athens) Professor Bush made extended 
foot tours in northern and southern Greece, visiting the ancient battle- 
fields, the sites of ancient cities, and other historic spots. Italy had for 
Mr. Bush a special charm, and months were spent in the study of its 
works of art and antiquities, and in visiting the ruins of the old cities 
and the localities that have been made famous in history, legend, and 
song. 



216 HISTORY OF EDUCATION IN VERMONT. 

The editor of the present series met Professor Bush in his student 
days at Heidelberg in 1875, and was then deeply impressed with his 
sterling character and devotion to historical study under circumstances 
of ill health which would have deterred most men from continued 
study. Though manifestly suffering, he gave himself to academic 
work and scholastic duty as though he were a young man in vigorous 
health, with a long life and an active career still before him. In 
1878 Professor Bush received from Syracuse University the degree 
of Doctor of Philosophy. 

After his return to America in 1878 two universities invited Pro- 
fessor Bush to a place in their faculties, but his health had become so 
seriously impaired that he was obliged to decline. In 1880 he filled 
for a time a vacancy in the Latin chair at Middlebury College but 
with this exception he devoted himself largely to authorship and to 
the preparation of articles for newspapers and magazines. Among 
his historical writings are: The First German Universities; the First 
Common Schools of New England; Harvard, the First American Uni- 
versity ; the History of Education in Florida; History of Higher Edu- 
cation in Massachusetts; History of Education in New Hampshire; and 
the present monograph, History of Education in Vermont. 

In 1885 he was elected a member of the American Historical Asso- 
ciation. He was much benefited in health by his change of academic 
climate from America to Germany, and also by his life in Floiida in 
winter time after he returned to America. For many years he made 
Quincy, Mass. , his summer home, and devoted himself earnestly to the 
study of American educational history, making several valuable con- 
tributions to this series. He died October 15, 1898. The Commis- 
sioner of Education regards this place as fitting for a brief memorial 
of Professor Bush's useful and public-spirited life. 

O 



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